Study of students’ cognitive states self-regulation during lessons

The relevance of the study of that problem is associated with an increase in information loads on students in connection with the academic load in a situation of information oversaturation. The modern conditions require more and more adaptation to stressful situations, as well as the many stressful factors that students are exposed to both in ordinary life and in the situation of educational activities. In this regard, this article is aimed to study self-regulation in the process of educational activity, namely during lectures, seminars and passing exams/tests. The leading method of the study of this paper is the questionnaire method, conducted among 81 students of the Kazan Federal University for the Humanities and Natural Sciences, which made it possible to identify the most pronounced cognitive states of students during various types of study process. The questionnaire also made it possible to familiarize themselves with their methods of self-regulation of cognitive mental states and obstacles, difficulties in using self-regulation methods. The article shows that students during lecture and seminar training experience the same state of interest and reflection. The difference is that during the lecture classes for students, a cognitive state of curiosity is added to these states, and at a seminar focus. In the tests, students are mostly only in a state of concentration. The article also shows that students most often use self-regulation techniques in seminar-type training sessions. Students resort to various methods of self-regulation: such as forcing oneself to concentrate on a task, a technique, on the contrary, abstracting oneself, as well as using physical exercises, breathing techniques, etc. The materials presented in that article can be used in the development of work programs of academic disciplines implemented within the framework of higher education, in the preparation of training classes of lecture and seminar types, as well as when working with students to increase their effectiveness during the educational process. The scientific novelty of this research consists in the presentation of a technologies of students’ cognitive mental states self-regulation during educational process.The research was carried out with the financial support of the Russian Foundation for Basic Research, Project №19-013-00325