Nataliya Sydorenko., Iryna Fris. SELF-REGULATION OF BEHAVIOUR AND ITS FEATURES IN FUTURE TEACHERS

(2016) Science and education, 5, 246-251. Odessa.

Nataliya Sydorenko,
PhD (Candidate of Psychological Sciences),
associate professor,
Iryna Fris,
PhD (Candidate of Psychological Sciences),
associate professor,
Department of General, Developmental and Educational Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine


SELF-REGULATION OF BEHAVIOUR AND ITS FEATURES IN FUTURE TEACHERS


SUMMARY:

The article is aimed at examining the regulatory specificity of future teachers’ personal qualities and searching for ways of forming self-conscious behaviour. Conscious self-regulation is understood as a process of initiating, building, maintaining and managing all kinds of internal and external activities aimed at achieving the objectives. Psychological mechanisms of future teachers’ self-regulation of behaviour can be represented as a system of conscious actions in coordination activities with external and internal requirements of the results, namely, planning and programming educational activities, developing subjective criteria for achieving goals, monitoring and assessing results. The psychological characteristics of persons with different styles of self-regulation (such as balanced, characterised by high empathy and moderately internal level of subjective control; autonomous – high self-control, normative behaviour, active – moderately internal attitude towards life; sustained – sociability, anxiety, externality; ineffective, conformal, low empathy, reasonable internality) has been also presented. The concept of individual style of self-control is considered as individual typical features of self-regulation system, which appear in different types of person’s activities. The presented integrated system of self-regulation of students-future teachers’ behaviour is aimed at improving the regulatory processes and creating conditions for the development of such personality traits as regulatory flexibility, initiativity, independence, emotional stability, self-control, internality, and empathy. The approbation of the developed system has demonstrated positive changes in the ability for self-regulation by students-future teachers of their activities. 


KEYWORDS:

self-regulation, externality, empathy, self-control, independence, internality, conformity.


FULL TEXT:

 


REFERENCES:

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