Mental regulation of students' psychological states

Abstract

The problem of regulation of mental activity is one of the fundamental problems of psychology and is a topical subject of study both in theoretical and practical terms. In the theoretical concepts of self-regulation the role of the “I” phenomenon, its contribution to changing the subject’s states, is the least studied. In this regard, the article aims at studying the role of the "I" system in the regulation of mental states. The organization of the study is based on a system-functional approach to the self-regulation of human mental states. The research procedure included measuring the regulatory properties of students, methods of regulation, characteristics of the "I" system, mental states in the conditions of lectures, seminars and exams. The results of the study showed that the most significant components of the "I" system in the structure of the regulatory profile of students are indicators of self-assessment of personal qualities, self-confidence and the cognitive component of self-attitude. We found that the level of effectiveness of self-regulation decreases with an increase in the complexity and significance of the learning situation. The highest indicators of the effectiveness of regulation are in the conditions of lectures, whereas in the conditions of exams they have a minimum value. Thus, we have shown the key role of the "I" system in the mental regulation of mental states. It is revealed through the organization of interactions with regulatory properties, the effectiveness of self-regulation, the choice of ways to regulate states in various situations of life.