Self-regulation of Cognitive States: a Conceptual Perspective

The article is devoted to the study of self-regulation of cognitive states in the educational activities of students according to the system-functional approach. The scientific task of the research is in the intersection zone of two fundamental areas of psychology – self-regulation of human mental states and management of educational and cognitive activity of the subject. The article presents a structural-functional model of self-regulation of cognitive states. The components of the regulatory process are highlighted: learning situations, reflection, images of the present and the target state, learning styles, as well as the individual characteristics of students. The chosen research methodology corresponds to the current trends in psychology – the identification of integrative factors that ensure the success of the subject's activities. The study of self-regulation of cognitive states broadens the understanding of the role of mental states in learning, supplements them with knowledge of the mechanisms of self-regulation of cognitive states. In the applied plan, the study of self-regulation of cognitive states is useful for general and pedagogical psychology. The proposed model can be used to solve issues of cognitive activity and independence of students, as well as to organize work with the weak students.