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Self-regulation of students’ psychological states

Published online by Cambridge University Press:  13 August 2021

M. Kartasheva ,
A. Klimanova ,
A. Prokhorov ,
A. Chernov  and
M. Yusupov
M. Kartasheva*
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
A. Klimanova
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
A. Prokhorov
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
A. Chernov
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
M. Yusupov
Affiliation:
General Psychology, Kazan Federal University, Kazan, Russian Federation
*
*Corresponding author.

Abstract

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Introduction

A system model of self-regulation of students’ psychological states has been developed. As the main elements, the model includes the relationship between states and characteristics of consciousness, external factors and regulatory actions in a certain time range.

Objectives

To study conscious and unconscious methods of regulation of states in the relevant sections of the educational activities of students.

Methods

98 students took part in this research, used different techniques of self-regulation and psychological states diagnosis.

Results

The regulation of psychological states occurs unconsciously. The success of the applied methods is relative and depends on both educational and personal factors. The regulators of states are various personal qualities. These are reflection, metacognitive abilities, intelligence, as well as the general ability to self-regulate. We discovered the influence of the meaningfulness of life on the psychological states. In the structure of students’ states with a high level of meaningfulness of life an indicator of the general ability to self-regulation plays a central role.Indicators of emotional intelligence and locus of control characterize states of students with a low level of meaningfulness of life.

Conclusions

It has been found that the level of reflection of students plays a mediating role in the interaction of psychological states and adaptation processes. Emotional comfort, internal control, and self-acceptance have the greatest impact on states. The research confirmed the hypothesis of reflexive regulation of psychological states depending on various types of reflection during the performance of creative tasks. The research was carried out with the financial support of the RFBR; project No.19-013-00325.

Disclosure

No significant relationships.

Keywords

mental stateself-regulationstudentconsciousness
Type
Abstract
Information
European Psychiatry , Volume 64 , Special Issue S1: Abstracts of the 29th European Congress of Psychiatry , April 2021 , pp. S728
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the European Psychiatric Association
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