Abstract

The article presents the results of studying the influence of reflection on students’ cognitive states in educational activities. Students of both genders trained in different specialties (humanities and natural-science) took part in the research: 143 students aged between 18 and 22. The impact of reflection on students’ mental states was researched during learning activities (at a lecture and seminar): the intensity of mental states was measured. The diagnostics of reflection and personality regulatory abilities was then carried out in form of extra class activity.SPSS 16.0 program was applied to process the results. Typical states with different levels of reflection in everyday and intense situations of learning activity are revealed. The greatest differences in the experience of states between students with different levels of reflection were found in situations related to exams: in a tense situation, high reflexive students often experience low-intensity cognitive states, while low reflexive often experience high and low intensity states. It is established that the influence of reflection on cognitive states is mediated by the level of the subjects regulatory abilities: students with the same level of regulatory ability and reflection, experience the most intense cognitive states.

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