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

The article is devoted to the study of the &ldquo;Self&rdquo; system&rsquo;s role in the mental state&rsquo;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 &ldquo;Self&rdquo; system components and the factors combining various students&rsquo; 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&mdash;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 &ldquo;Self&rdquo; 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 &ldquo;Self&rdquo; 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.</p

Efficiency of Mental Self-Regulation of Final Year University Students During the Exam

Прохоров Александр Октябринович, доктор психологических наук, профессор, профессор кафедры общей психологии Института психологии и образования, Казанский (Приволжский) федеральный университет (Россия, 420021, г. Казань, ул. М. Межлаука, 1), [email protected], ORCID 0000-0002-8636-2576. Чернов Альберт Валентинович, кандидат психологических наук, доцент кафедры общей психологии Института психологии и образования, Казанский (Приволжский) федеральный университет (Россия, 420021, г. Казань, ул. М. Межлаука, 1), [email protected], ORCID 0000-0002-6490-8400. Юсупов Марк Геннадьевич, кандидат психологических наук, доцент, доцент кафедры общей психологии Института психологии и образования, Казанский (Приволжский) федеральный университет (Россия, 420021, г. Казань, ул. М. Межлаука, 1), [email protected], ORCID 0000-0001-9618-223X. Решетникова Ирина Сергеевна, ассистент кафедры общей психологии Института психологии и образования, Казанский (Приволжский) федеральный университет (Россия, 420021, г. Казань, ул. М. Межлаука, 1), [email protected] A.O. Prokhorov, [email protected], ORCID 0000-0002-8636-2576. A.V. Chernov, [email protected], ORCID 0000-0002-6490-8400. M.G. Yusupov, [email protected], ORCID 0000-0001-9618-223X. I.S. Reshetnikova, [email protected]. Kazan (Volga Region) Federal University (18 Kremlin, Kazan, 420008, Russian Federation)Обоснование. Теоретическим основанием исследования служит концепция ментальной регуляции психических состояний субъекта, согласно которой формирование механизмов саморегуляции у студентов осуществляется в ходе обучения. Процесс формирования и развития механизмов саморегуляции у студентов обусловлен необходимостью преодолевать состояния, препятствующие эффективному обучению. Цель: выявить особенности проявления психических состояний, используемых способов саморегуляции и регуляторных свойств личности у студентов-старшекурсников различных специальностей с разным уровнем эффективности саморегуляции в ходе сдачи экзамена. Материалы и методы. В исследовании приняли участие студенты 4-го курса (психологи и математики), которые дополнительно были сгруппированы в выборки с низкой и высокой эффективностью саморегуляции психических состояний на экзамене. При проведении исследования использовались как авторские анкеты, так и существующие методики диагностики психических состояний. Результаты. Установлено, что студенты с высокой эффективностью саморегуляции состояний чаще всего переживают позитивные познавательные состояния (сосредоточенность, размышление), тогда как студенты-старшекурсники с низким уровнем эффективности саморегуляции чаще и интенсивнее испытывают негативные психические состояния (волнение, грусть). Показана специфика переживания состояний студентами разных специальностей: у студентов-психологов, в отличие от студентов-математиков, по мере роста уровня эффективности саморегуляции снижается интенсивность переживания негативных психических состояний. Выявлена специфика использования способов саморегуляции студентами разных специальностей: студенты-математики при подготовке к экзамену чаще применяют такие способы регуляции, как прослушивание музыки и релаксация, тогда как студенты-психологи чаще используют способы, требующие сознательного контроля действий и мышления, а именно: использование настроев на хорошее настроение, самовнушение и изменение отношения к ситуации. Заключение. Особую роль в регуляторном процессе имеет ментальная составляющая: вклад структур сознания в изменения состояний субъекта в стрессовой ситуации экзамена. The theoretical basis of the study is the concept of mental regulation with respect to which the formation of self-regulation mechanisms in students takes place due to the need to overcome conditions that impede learning. Aim: the paper aims to identify the signs of mental states, the methods of their self-regulation and the regulatory properties of final year university students with different levels of self-regulation. Materials and methods. The study involved 4th year students (psychologists and mathematicians) divided into groups with low and high levels of self-regulation during the exam. The author questionnaires and well-established methods of mental state assessment were used in the course of the study. Results. It was found that students with effective self-regulation most often experience positive mental states (concentration, reflection), while students with low levels of self-regulation more often and more intensely experience negative mental states (anxiety, sadness). The signs of mental states are shown for the students of different disciplines: in psychology students, as the level of self-regulation increases, the intensity of negative mental states decreases. The use of self-regulation methods was shown for the students of different disciplines: mathematics students often use such methods of regulation as listening to music and relaxation, while psychology students more often use methods that require conscious control over actions and thoughts such as suggestion and changing attitude to the situation. Conclusion. In our opinion, a special regulatory role should be assigned to the mental component: the relations between the regulatory process and structures of consciousness should be studied, as well as the contribution of the latter to mental states during the exam.Исследование выполнено при финансовой поддержке РФФИ, проект № 19-29-07072. The study was carried out with the financial support of the RFBR, project No. 19-29-07072

Value and Semantic Characteristics in the Reflective Regulation of Psychological States

522-529The article is devoted to the influence of the value and semantic characteristics on the features of the reflective regulation of students' psychological states in the course of educational activity. In the theoretical part, revealed the role of the semantic structures of consciousness in the regulation of psychological states, shown the role of reflection in the emergence of new meanings and presented some modern approaches that emphasizes the interrelation of reflection and psychological states. The study involved 60 people of different specialties. In the course of the study, used various methods of diagnosing of value and semantic sphere, as well as methods of studying psychological states and reflection. Revealed the specificity of the individual terminal values influence on the reflective regulation of states. Shown that one of the leading elements of the reflective regulation of human psychological states is the place of value in its hierarchy. The dominance of a certain value effects on the choice of states' self-regulation methods. Found that people with a high level of reflection feel better, have life goals and motivation to achieve them. The high level of semantic attitudes actualizes the state of activity, vigour and confidence. High reflective people with severe life orientations experience positive and equilibrium states

Value and Semantic Characteristics in the Reflective Regulation of Psychological States

The article is devoted to the influence of the value and semantic characteristics on the features of the reflective regulation of students' psychological states in the course of educational activity. In the theoretical part, revealed the role of the semantic structures of consciousness in the regulation of psychological states, shown the role of reflection in the emergence of new meanings and presented some modern approaches that emphasizes the interrelation of reflection and psychological states. The study involved 60 people of different specialties. In the course of the study, used various methods of diagnosing of value and semantic sphere, as well as methods of studying psychological states and reflection. Revealed the specificity of the individual terminal values influence on the reflective regulation of states. Shown that one of the leading elements of the reflective regulation of human psychological states is the place of value in its hierarchy. The dominance of a certain value effects on the choice of states' self-regulation methods. Found that people with a high level of reflection feel better, have life goals and motivation to achieve them. The high level of semantic attitudes actualizes the state of activity, vigour and confidence. High reflective people with severe life orientations experience positive and equilibrium states.522-52

Search for multimessenger sources of gravitational waves and high-energy neutrinos with Advanced LIGO during its first observing run, ANTARES, and IceCube

Astrophysical sources of gravitational waves, such as binary neutron star and black hole mergers or core-collapse supernovae, can drive relativistic outflows, giving rise to non-thermal high-energy emission. High-energy neutrinos are signatures of such outflows. The detection of gravitational waves and high-energy neutrinos from common sources could help establish the connection between the dynamics of the progenitor and the properties of the outflow. We searched for associated emission of gravitational waves and high-energy neutrinos from astrophysical transients with minimal assumptions using data from Advanced LIGO from its first observing run O1, and data from the Antares and IceCube neutrino observatories from the same time period. We focused on candidate events whose astrophysical origins could not be determined from a single messenger. We found no significant coincident candidate, which we used to constrain the rate density of astrophysical sources dependent on their gravitational-wave and neutrino emission processes

Search for intermediate-mass black hole binaries in the third observing run of Advanced LIGO and Advanced Virgo

International audienceIntermediate-mass black holes (IMBHs) span the approximate mass range 100−105 M⊙, between black holes (BHs) that formed by stellar collapse and the supermassive BHs at the centers of galaxies. Mergers of IMBH binaries are the most energetic gravitational-wave sources accessible by the terrestrial detector network. Searches of the first two observing runs of Advanced LIGO and Advanced Virgo did not yield any significant IMBH binary signals. In the third observing run (O3), the increased network sensitivity enabled the detection of GW190521, a signal consistent with a binary merger of mass ∼150 M⊙ providing direct evidence of IMBH formation. Here, we report on a dedicated search of O3 data for further IMBH binary mergers, combining both modeled (matched filter) and model-independent search methods. We find some marginal candidates, but none are sufficiently significant to indicate detection of further IMBH mergers. We quantify the sensitivity of the individual search methods and of the combined search using a suite of IMBH binary signals obtained via numerical relativity, including the effects of spins misaligned with the binary orbital axis, and present the resulting upper limits on astrophysical merger rates. Our most stringent limit is for equal mass and aligned spin BH binary of total mass 200 M⊙ and effective aligned spin 0.8 at 0.056 Gpc−3 yr−1 (90% confidence), a factor of 3.5 more constraining than previous LIGO-Virgo limits. We also update the estimated rate of mergers similar to GW190521 to 0.08 Gpc−3 yr−1.Key words: gravitational waves / stars: black holes / black hole physicsCorresponding author: W. Del Pozzo, e-mail: [email protected]† Deceased, August 2020