DEVELOPMENT OF LEARNING ACTIVITY CONSCIOUS SELF-REGULATION IN DIFFERENT EDUCATIONAL ENVIRONMENTS

Abstract

The purpose of the article is to study age differences in the level of conscious self-regulation of learning activity among students of Suvorov Military School and students of secondary schools. Comparison of regulatory features and regulatory predictors of academic achievements was carried out on the sample of Moscow Suvorov Military School students (N=343) and secondary schools students (N=554) from 6 to 11 grades using V.I. Morosanova’s “Style of self-regulation of educational activity-M” questionnaire. The results of the analysis confirmed the hypothesis about age and situational specificity of cadets’ conscious self-regulation. It is discovered that the conditions of training at Suvorov Military School contribute to faster development of cadets’ learning activity conscious self-regulation. In conclusion, we described the main mechanisms of conscious self-regulation formation at the samples of cadets and schoolchildren. The results showed the resource nature of academic achievements regulatory predictors. This article is addressed to teachers and psychologists of educational institutions of secondary and military profiles.