Relationship between the “Self” System and Students’ Regulatory Qualities during Educational Activity

Abstract

The article is devoted to the study of the “Self” system’s role in the mental state’s self-regulation. The research is based on the concept of states mental regulation and the system-functional approach to the human psychic. According to the empirical research the specifics of the relationship between the “Self” system components and the factors combining various students’ regulatory qualities (self-regulation methods, copings, regulatory abilities, social self-control) are shown. The closest connections between regulatory qualities and the "Self" system components form, on the one hand, an integral indicator of the cognitive aspect of self—regulation, on the other - the self-esteem of personal qualities, self-confidence, as well as the cognitive component of the self-attitude. The features of the interrelation of the “Self” system components and the effectiveness of mental states self-regulation in various forms of educational activity (lecture, seminar, exam) are revealed. Decreasing the level of self-regulation effectiveness with increasing intensity of the educational situation is established. Consequently, the importance of the “Self” system in the regulation of mental states is shown. Which is revealed through the organization of relationships with regulatory qualities, the effectiveness of self-regulation, the choice of regulating ways in various life situations. The results of the study can be useful for psychologists developing techniques for mental states regulation supporting in various conditions of life.