E3S Web Conf.
Volume 210, 2020Innovative Technologies in Science and Education (ITSE-2020)
|Number of page(s)||10|
|Section||Psychology of Human-Environment Interactions|
|Published online||04 December 2020|
Features of psychological mechanisms of self-regulation among students of different professional orientation
Don State Technical University, 344003 Rostov-on-Don, Russian Federation, Gagarin sq.1
* Corresponding author: email@example.com
The modern social environment in general, and educational in particular, imposes a number of requirements on the personality of the student as a future representative of the professional community. This manifests itself in the need to master professional knowledge and skills in the conditions of constantly changing requirements, planning their activities for the short and / or long term, as well as multiple flexibility of behavior. The object of the research was 100 students of various faculties of DSTU (technical and humanitarian orientation). In the course of the empirical study, we used diagnostic methods for identifying self-regulation mechanisms in the student environment "USK" by J. Rotter; a questionnaire for the diagnosis of individual stylistic features of self-regulation (V. I. Morosanova), the methodology “Research of volitional self-regulation” (A. V. Zverkova, E. V. Eydman). The practical significance of the work lies in the subsequent use of the data obtained in the framework of psychocorrectional work with students of the organization of secondary vocational education.
© The Authors, published by EDP Sciences, 2020
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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