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The influence of reflection and self-system on the effectiveness of self-regulation of students’ mental states

Published online by Cambridge University Press:  01 September 2022

M. Kartasheva ,
A. Prokhorov ,
A. Chernov  and
M. Yusupov
M. Kartasheva*
Affiliation:
Kazan Federal University, Institute Of Psychology And Education, Kazan, Russian Federation
A. Prokhorov
Affiliation:
Kazan Federal University, Institute Of Psychology And Education, Kazan, Russian Federation
A. Chernov
Affiliation:
Kazan Federal University, Institute Of Psychology And Education, Kazan, Russian Federation
M. Yusupov
Affiliation:
Kazan Federal University, Institute Of Psychology And Education, Kazan, Russian Federation
*
*Corresponding author.

Abstract

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Introduction

In the modern era of instability the problems of human adaptive abilities and mental regulation have become more and more relevant. The study of the processes of mental regulation is impossible without understanding the role of the mental structures: reflection and self-system of personality.

Objectives

The purpose of the research is to study the interaction and mutual influence of the components of the self-system and reflective structures on the process of mental regulation of students.

Methods

52 first year students were offered to complete questionnaires of reflectivity (M. Grant), of self-system (S. Pantileev), as well as the authors’ method of self-regulation effectiveness of mental states. Also we used Spearman’s rank correlation coefficient.

Results

It is revealed the positive direction of the relationships between the reflection and the components of the self-system (p ≤ 0.05). Respondents with a high level of self-system are more successful in coping with the processes of mental regulation. The indicators of internal conflict lead to a decrease in the effectiveness of self-regulation (p ≤ 0.05). The ability of a person to evaluate himself and other people has a positive effect on the success of mental regulation (p ≤ 0.05). However, the excessive desire to reflect on past events is not conducive to self-regulation.

Conclusions

The applied value of the research consists in the creation of a methodology that makes it possible to increase the regulatory and adaptive abilities of students during the educational process. Acknowledgements. This work was supported by the RFBR grant No. 20-013-00076.

Disclosure

No significant relationships.

Keywords

self-regulationacademic activitymental stateself-system
Type
Abstract
Information
European Psychiatry , Volume 65 , Special Issue S1: Abstracts of the 30th European Congress of Psychiatry , June 2022 , pp. S627
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the European Psychiatric Association
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