• Yevhenii Prokopovych
  • Serhii Shykovets
Keywords: reflexive skills, educational activity, personality’s psychological well-being.


The article is devoted to the theoretical and methodological investigation of the problem of the features of the reflexive abilities to self-regulation and the skills of students, which they use in the process of solving the problem, at the cognitive level of functioning of the reflective experience. Together with the theoretical analysis of scientific work related to the study of this topic, in the article we tried to operationalize them, that is, to select indicators that reflect the quantitative aspects of their formation, and to empirically determine the levels of students' ability to self-regulate and cognitively.
To determine the significance for students of the development of reflexive abilities to self-regulation, we used the scale "Tasks for the development of self-regulation abilities" from the methodology "Life tasks for self-development", developed by O. Savchenko and Y. Domanova, with which help determine the level of actualization of students' tasks through the regulation at the current time on the appropriate scales.
Using the method of O. Savchenko "Reflexive skills (cognitive level)" the generalized indicators of the average values of reflexive skills of the cognitive level were defined on such scales as "Ability to explain to yourself and others the course of their reasoning" emotional experiences, control their course, maintain a sense of confidence", "Keep yourself in the scope of reflections and analyze the reasons for their own actions, causes of failures", "Ability to organize the work the search for a solution, test their assumptions", "Ability to evaluate results by different criteria", "Ability to be aware of various aspects of the course of decision-making processes: cognitive, emotional, behavioral" and the overall level of development of reflexive ego skills. From the obtained data we can conclude that the students on average have the lowest assessment of their reflexive cognitive skills on the scale "Ability to evaluate results by different criteria, formulate evaluative judgments". The overall level of students' reflexive cognitive skills is medium.


Andrade, H. & Brown, G. (2016). Student Self-Assessment in the Class-room, in Gavin T. L. Brown, Lois R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (p. 319-334). New York: Routledge.
Balashov, E., Pasichnyk, I., Kalamazh, R., Dovhaliuk, T. & Cicognani, E. (2018). Psychological, Emotional and Social Wellbeing and Volunteering: A Study on Italian and Ukrainian University Students. Youth Voice Journal,18, 1–22.
Cleary, T. J. & Kitsantas, A. (2017). Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement. School Psychology Review,, Vol. 46, No. 1, 88-107.
Khomulenko, T. B. & Dotsevych T. I. (2014). Metapamiat: naukovi pidkhody ta eksperymentalno-introspektyvna metodyka doslidzhennia [Metamemory: Scientific Approaches and Exper-imental-Introspective Methodology of Research]. Bulletin of H. Skovoroda Kharkiv National Pedagogical University. Series “Psychology”, #49, 193–211 [in Ukrainian].
Pasichnyk, I. D. & Maksymenko S. D. (2010). Role of Cognitive and Style Peculiarities of Personality in the Process of Learning Activity [Rol kohnityvnyn-styliovykh osoblyvostej osobystosti v protsesi navchalnoji dijalnosti]. Scientific Notes of National University of Ostroh Academy. Series “Psychology and Peda-gogy”, 14, 3–10 [in Ukrainian].
Penkova, O. I. (2016). Problem of Self-Regulation of Personality: Value Aspect [Problema samorehuliatsiji osobystosti: tsinnisnyj aspekt]. Scientific Bulletin of Kherson State University. Series “Psychological Sciences”, 2(1), 114–118 [in Ukrainian].
Ravchyna, T. I. (2015). Theoretical and Methodological Aspects of Organ-ization of Learning Process of Students of Higher School in Context of Theory of Constructivism [Teoretyko-metodychni aspekty orhanizatsiji protsesu navchannia studentiv vyshchoji shkoly v konteksti teoriji konstruktyvizmu]. Ukrainian Peda-gogical Journal, 4, 129–136 [in Ukrainian].
Savchenko, O. V. (2016). Reflexive competence: Methods and Procedures of Diagnostics [Refleksyvna kompetentnist: Metody i protsedury otsinky], Kherson: PP Vyshemyrskyi V.S. [in Ukrainian].
Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance, in D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (p. 1–15). Routledge/Taylor & Francis Group.
Teslenko, M. M. & Yudina, N. O. (2018). Psychological Peculiarities of Personality of Self-Regulation of Learning and Professional Activity of Students [Psykholohichni osoblyvosti samore-huliatsiji navchalno-profesijnoji dijalnosti studentiv]. Psycholo-gy and Personality, 1(13), 118–127 [in Ukrainian].
Zimmerman, B. (2011), Motivational sources and outcomes of self-regulated learning and performance, in B. Zimmerman and D. Schunk, (eds), Handbook of Self-Regulation of Learning and Performance, Abingdon: Routledge, 49–64.
Zimmerman, B. J. & Kitsantas, A. (2006), A writer’s discipline: the development of selfregulatory skill, in S. Hidi and P. Boscolo, (eds), Writing and Motivation, Amsterdam: Kluwer, 51–69.