DIAGNOSTICS OF STUDENTS’ REFLEXIVE ABILITIES TO SEFL-REGULATION AND THEIR REFLEXIVE SKILLS AT THE COGNITIVE LEVEL

Abstract

The article examines theoretically and methodologically the issue of students’ reflexive abilities to self-regulation, which are used at problem solving, at the cognitive level of reflexive experience functioning. Together with the theoretical review of this topic, we tried to operationalize it, to find the indicators reflecting quantitatively the formed reflexive abilities, and to empirically evaluate students’ self-regulation and cognitive skills. We used the scale “Tasks for development of reflexive ability to self-regulation” from O.Savchenko & Y.Domanova’s method “Life Tasks for Self-Development” to evaluate the actual state of examined indicators-tasks revealing student’s self-regulation. The obtained data allowed us to conclude that the most actual tasks for the most respondents was: “to develop the abilities to understand own emotions and use them as hints in difficult situations”; “to control own emotions and actions, adjust the speed and term of executing tasks, not to put off task till the last moment”; and “to assess situations and own states quickly, relate them to the purpose of activities”. We evaluated the average indicators of reflexive abilities at the cognitive level with O. Savchenko’s method “Reflexive abilities (cognitive level)”, namely with the scales of “Abilities to explain to Self and others the course of own thinking, reasons for choosing certain solutions or strategies”; “Ability to understand own emotional feelings, control their flow, support feeling of confidence”; “Ability to extensive reflexive thinking, to analyze the reasons of own actions and failures”; “Ability to manage solution searches, to verify own assumptions”; “Ability to evaluate results by different criteria, to formulate value judgments”; “Ability to understand various aspects of a decision-making process: cognitive, emotional and behavioral” and the overall level of reflexive abilities at cognitive level. We can conclude from the obtained empirical data that students in average had the lowest reflexive abilities at the cognitive level with the scale of “Ability to evaluate results by different criteria, to formulate value judgments”. The overall level of students’ reflexive abilities at the cognitive level was average.