CHARACTERISTICS OF THE DIAGNOSTIC COMPLEX OF STUDYING SELF-REGULATION IN LEARNING ACTIVITY OF STUDENTS
Keywords:
individual-personal level; cognitive level; metacognitive level; motivational-volitional level; diagnostic methodologies.
Abstract
Theoretical aspects of definition of self-regulation of student learning activity have been analyzed inthe article. The goal of our study was theoretical studying of the conceptual characteristics of the diagnostic complex for studying the learning activity of students at individual-personal, cognitive, metacognitive and motivational-volitional levels. The methodology of our study has included theoretical analysis of the present psychological conceptual works on studying the components of self-regulation in student learning activity. Theoretical analysis of psychological and pedagogical works on studying the issue of self-regulated learning activity of students has allowed us to determine self-regulation as an active cooperation of students with learning environment, which results if formation of students’ understanding of sense of motivation, cognitive and metacognitive aspects of independent learning, ability to use cognitive and metacognitive strategies in learning activity, and develop potential abilities at the individual-personal, cognitive, metacognitive and motivational-volitional levels. An important role of metacognitive monitoring in self-regulated learning activity has been determined. We have grouped a complex of diagnostic methodologies for evaluation of the appropriate indicator of self-regulation at individual-personal, cognitive, metacognitive and emotional-volitional levels. The complex of methodologies has allowed us to evaluate the components of self-regulated student learning at individual-personal, cognitive, metacognitive and emotional-volitional levels has been characterized. Perspectives of further researches in context of developing the instruments for improvement of the components of self-regulation of student learning activity at all level have been determined.
References
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24. Karpov A. V. (2003). Refleksyvnost kak psikhicheskoye svoystvo I metodika yeye diagnostiki. Psikhologicheskiy zhurnal – Psychological Journal. Vol.24, #5, 45-57 [in Russian].
25. Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30, 526–537 [in English].
26. Kashapov M. M. (2012). Tvorcheskaya deyatelnost professionalov v kontekste kognitivnogo i metakognitivnogo podkhodov. Pod. Red. M. M. Kashapova, Y. V. Poshekhonovoy. Yaroslavl [in Russian].
27. Karpov A. V., Skityayeva I. M. (2005). Psikhologiya metakognitivnykh protsessov lichnosti. Moscow: Institut psikhologii RAN [in Russian].
28. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475 [in English].
29. Chudakova V. P. (2015). Psikhologo-organizatsyonnaya tekhnologiya formirovaniya gotovnosti k innovatsyonnoy deyatelnosti kak sredstvo formirovaniya gotovnosti k innovatsyonnoy deyatelnosti kak sredstvo razvitiya konkurentosposobnosti lichnosti. Mezhdunarodnaya nauchnaya shkola “Paradigma”. V 8 t. T.4: Psikhologiya: Sbornik nauchnykh trudov. Pod red. A. V. Berlov, L. F. Chuprov. Varna: Center of Scientific Research “Paradigm” [in Russian].
30. Moskaliova A. S. (2019). Samorehuliatsiia jak chynnyk poperedzhennia profesijnykh kryz osobystosti: navch. prohrama spetskursu dlia slukhachiv kursiv pidvyshchennia kvalifikatsiji (keriv. zahalnoosvitnikh navch. zakl. riznykh typiv navch.) i stud. osvitnio-kvalifikatsijnoho rivnia “mahisrt” z napriamiv pidhotovky “Upravlinnia navchalnym zakladom” ta “Pedahohika vyshchoji shkoly”. Kyiv: NAPN Ukrajiny, DVNZ “Universytet Menedzhmentu osvity” [in Ukrainian].
31. Dubovitskaya T. D. (2004). Diagnostika urovnya professionalnoy napravlennosti studentov. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education. 2, 82-86 [in Russian].
2. Balashov E. M. (2019a). Psykholohichni osoblyvosti metakohnityvnoho monitorynhu v navchalnij dijalnosti studentiv. Naukovyj visnyk Khersonskoho derzhavnoho universytetu. Serija: Psykholohichni nauky – Scientific Bulletin of Kherson State University. Series: Psychological Sciences. 4, 64-71 [in Ukrainian].
3. Balashov E. M. (2019b). Teoretychni pidkhody do vyvchennia chynnykiv motyvatsiji samorehuliovanoho navchannia studentiv. Teorija i praktyka suchasnoji psykholohiji – Theory and Practice of Modern Psychology. 2, 10-16 [in Ukrainian].
4. Bandura, A. (1997). Self-Efficacy. The Exersise of Control. New York: W. H. Freeman [in English].
5. Karpov A. V., Skityayeva I. M. (2005). Psikhologia metakognitivnykh protsessov lichnosti. M.: Izd-vo “Institut psikhologii RAN” [in Russian].
6. Poshekhonova, Y. V., Karpov A. V. (2014). Motivatsyonnyye i volevyye osobennosti metapoznaniya studentov VUZa. Izvestiya DGPU. Psikhologo-pedagogicheskiye nauki – Bulletin of DGPU. Psychological and Pedagogical Sciences #4. 31-36 [in Russian].
7. Andrade, H., & Heritage, M. (2017). Using assessment to enhance learning, achievement, and academic self-regulation. New York: Routledge [in English].
8. Kholodnaya M. A. (2002). Psikhologiya intellekta. Paradoksy issledovaniya. 2-e izd., pererab. i dop. Saint-Petersburg: Piter [in Russian].
9. Zasiekina, L.V. (2015). Psycholinguistic Approach to Diagnostics and Modification of Individual Negative Core Beliefs. East European Journal of Psycholinguistics, 2(1), 151–157 [in English].
10. Savchenko O. V. (2016). Refleksyvna kompetentnist: metody ta protsedury diahnostyky. Kherson: PP Vyshemyrskyi [in Ukrainian].
11. Khomulenko, T. B. Dotsevych T. I. (2014). Metapamiat: naukovi pidkhody ta eksperymentalno-introspektyvna metodyka doslidzhennia. Visnyk Kharkivskoho natsionalnoho pedahohichnoho universytetu. Seria “Psykholohiia” – Bulletin of Kharkiv National pedagogical university. Series “Psychology”. #49. 193–211 [in Ukrainian].
12. Kreidun N. P., Polivanova O. Y., Yavorovska L. M. (2016). Zadovolenist navchanniam u vyshchomu navchalnomu zakladi yak chynnyk profesiinoi samoefektyvnosti suchasnykh studentiv. Problemy suchasnoi osvity – Problems of modern education. 6. 37–41 [in Ukrainian].
13. Balashov, E., Pasichnyk, I. & Kalamazh, R. (2018). Self-Monitoring and Self-Regulation of University Students in Text Comprehension. Psycholinguistics, Vol. 24, Issue 1, 47–62 [in English].
14. Pasichnyk, I. D., Kalamazh, R. V., & Avhustiuk, M. M. Metakohnityvnyj monitorynh jak rehuliatyvnyi asekt metapiznannia. Naukovi zapysky Natsionalnoho unioversytetu „Ostrozka Akademija”. Seria „Psykholohija” – Scientific Notes of National University of Ostroh Academy. Series „Psychology”, 28, 3–16 [in Ukrainian].
15. Zabolotna, O.V. (2016). Education as a Value Foundation for Young People Life Strategies. Ukrainian Psychological Journal, 2, 29–39 [in English].
16. Stavytska O. H., Bunechko Y. V. (2018). Vplyv rivnia domahan na prahnennia do samoaktualizatsii studentskoi molodi. Psykholohiia: realnist i perspektyvy – Psychology: Reality and Perspectives. 11. 140–144 [in Ukrainian]
17. Malykhina O. A. (2015). Obhruntuvannia psykholohichnykh umov formuvannia samopovahy u studentskomu vitsi. Naukovyj visnyk Khersonskoho derzhavnoho universytetu. Serija: Psykholohichni nauky – Scientific Bulletin of Kherson State University. Series: Psychological Sciences. 5, 106-110 [in Ukrainian].
18. Ermolayeva M. V., Okhotenko R. V. (2009). Problema udovletvorennosti trudom s pozitsyi suyektnogo podkhoda. Psikhologiya zrelosti I stareniya – Psychology of Growing Up and Ageing.1, 5-17 [in Russian].
19. Mishchenko L. V. (2003). K probleme diagnostiki otnosheniya studentov k uchebnoy deyatelnosti. Vestnik prakticheskoy psikhologii obrazovaniya – Bulletin of practical psychology of education. 3, 122-128 [in Russian].
20. Budassi S. A. (1971). Sposob issledovaniya kolichestvennykh kharakteristik lichnosti v gruppe. Voprosy psikhologii – Issues of Psychology. 3, 71-73 [in Russian].
21. Prikhozhan A. M. (1988). Primenyeniye metodov pryamogo otsenivaniya v rabote shkolnogo psikhologa. Nauchno-metodicheskiye osnovy ispolzovaniya v shkolnoy psikhologicheskoy sluzhbe konkretnykh psikhodiagnosticheskikh metodik: Sb. nauchnykh trudov (Red. I. V. Dubrovina). Moscow: izd. APN SSSR, 110-128 [in Russian].
22. Kokun O. M., Pishko I. O., Lozinska N. S., Kopanytsia O. V., Malkhazov O. R. (2016). Zbirnyk metodiv dlia diahnostyky psykholohichoji hotovnosti vijskovosluzhbovtsiv vijskovoji sluzhby za kontraktom do dijalnosti u skladi myrotvorchykh pidrozdiliv: Metodychnyj posibnyk. Kyiv: NDC HP ZSU [in Ukrainian].
23. Bazhyn E. F., Golynkina E. A., Etkind A. M. (1984). Metod issledovaniya urovnya subyektivnogo kontrolya. Psikhologicheskiy zhurnal – Psykhological Journal. Vol. 5, #3, 152-161 [in Russian].
24. Karpov A. V. (2003). Refleksyvnost kak psikhicheskoye svoystvo I metodika yeye diagnostiki. Psikhologicheskiy zhurnal – Psychological Journal. Vol.24, #5, 45-57 [in Russian].
25. Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30, 526–537 [in English].
26. Kashapov M. M. (2012). Tvorcheskaya deyatelnost professionalov v kontekste kognitivnogo i metakognitivnogo podkhodov. Pod. Red. M. M. Kashapova, Y. V. Poshekhonovoy. Yaroslavl [in Russian].
27. Karpov A. V., Skityayeva I. M. (2005). Psikhologiya metakognitivnykh protsessov lichnosti. Moscow: Institut psikhologii RAN [in Russian].
28. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475 [in English].
29. Chudakova V. P. (2015). Psikhologo-organizatsyonnaya tekhnologiya formirovaniya gotovnosti k innovatsyonnoy deyatelnosti kak sredstvo formirovaniya gotovnosti k innovatsyonnoy deyatelnosti kak sredstvo razvitiya konkurentosposobnosti lichnosti. Mezhdunarodnaya nauchnaya shkola “Paradigma”. V 8 t. T.4: Psikhologiya: Sbornik nauchnykh trudov. Pod red. A. V. Berlov, L. F. Chuprov. Varna: Center of Scientific Research “Paradigm” [in Russian].
30. Moskaliova A. S. (2019). Samorehuliatsiia jak chynnyk poperedzhennia profesijnykh kryz osobystosti: navch. prohrama spetskursu dlia slukhachiv kursiv pidvyshchennia kvalifikatsiji (keriv. zahalnoosvitnikh navch. zakl. riznykh typiv navch.) i stud. osvitnio-kvalifikatsijnoho rivnia “mahisrt” z napriamiv pidhotovky “Upravlinnia navchalnym zakladom” ta “Pedahohika vyshchoji shkoly”. Kyiv: NAPN Ukrajiny, DVNZ “Universytet Menedzhmentu osvity” [in Ukrainian].
31. Dubovitskaya T. D. (2004). Diagnostika urovnya professionalnoy napravlennosti studentov. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education. 2, 82-86 [in Russian].
Published
2020-04-13
How to Cite
BalashovE. (2020). CHARACTERISTICS OF THE DIAGNOSTIC COMPLEX OF STUDYING SELF-REGULATION IN LEARNING ACTIVITY OF STUDENTS. Herald of Kyiv Institute of Business and Technology, 43(1), 5-12. https://doi.org/10.37203/kibit.2020.43.01
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Статьи
