SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

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SYSTEM-STRUCTURAL ORGANIZATION OF SELF-REGULATION BY THE SUBJECT OF EDUCATIONAL ACTIVITY

A. V. Zobkov

VSU them. A.G. And N.G. Stoletovyh,

Vladimir

The article deals with a system-structural organization of self-regulation of educational activity. Describes a system-structural approach that allowed to determine and describe the components of the mechanisms of self-regulation of learning activities in different periods of person’s development from the adolescence through the youth up to higher studies.

Self-regulation of learning activities is a complex process of organization of person’s behavior to ensure sustainable and effective functioning of the person during training activities and the implementation of self-study and self-education. The development of self-regulation takes place at three interlinked levels: objective-psychological level (external or individual), psychological level (internal or personal) and integrative level (the subject level). At each of these levels the process of self-regulation of educational activity has a specific organization, but it is fully disclosed as a system on a subjective level only, that allows the person to explore himself in the totality of all internal and external communication components of self-regulation, their compositions, functions, dynamic manifestations and etc.

The article presents and describes the mechanisms of self-regulation of learning activities on the subject level of organization in the period of the child's learning in the seventh and the eighth grade (aged 13–14) during the transition period from the older teenage to the youth period of a study (aged 14–16); and in the period of training type changing from the school time to the higher studies, where a serious violation of the unity of the mechanism of self-regulation of learning activities is determined that is leading to two variants of self-regulation: a study-oriented and socially-oriented option. Thus the article describes substantial components of self-regulation at each of the marked age-related stages and also it presents a general model of self-regulation, that is shown in the form of a regulatory ring, where the subject’s self-esteem is the center core element (the ring) and it is leading to the implementation work in teachers’ and psychologists’ practice to diagnose and correct the process of self-regulation of the educational activity in students.

Keywords: structure; mechanism; self-regulation; systems approach; learning activities; self-esteem; students; adolescents.

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A SYSTEM STRUCTURE OF PERSONALITY

Ryzhov B. N.

MCU, Moscow

The article is devoted to the justification of a system model of human personality, and this unified methodological viewpoint gives a description of its most important structural components. The author proposes a model of person’s social and biological status presenting a socio-biological ring or a run-up to personality providing the most important influence on all the processes occurring in it.

As a matter of fact, the personality structure can be represented as a series of concentric spheres concluded its intellectual, emotional-and-volitional and value-motivational characteristics. Each of these spheres contains several interacting layers in turn. The external layer is a component generated over the person’s lifetime and is accessible to his conscious control and regulation. The deep inside component consists of unconscious motives and genetically certain inclinations of mental characteristics of a person.

The first personality structure is the intellectual sphere of a person that is available to outside observers. It combines a number of hierarchical subordination of layers or levels, where there is the most profound level — the level of genetically certain system-psychological characteristics or inclinations and abilities. The next one is the level of aptitudes, skills and general and special abilities necessary to develop the skills, then the level of accumulated human knowledge is followed.

The following structure is the emotional-volitional sphere of personality. The volitional processes constitute the outer layer in this structural composition and that is directly associated with the intellectual sphere, while the emotional processes constitute the inner layer and these processes only partly amenable to conscious control.

However, the deepest level of the personality is the motivational sphere included values, interests, needs, hobbies and aspirations of a person and their

underlying basic structure of personality — its motivational core. Temperament and character fasten together all these structures through intra - and inter-sphere components.

Being built on a unified theoretical basis the system model of personality opens the possibility of creating a universal complex of psychodiagnostic methods with the uniform assessment criteria that allows to obtain comparable results.

Keywords: system psychology; system structure of personality; socio-biological ring; intellectual sphere; emotional-volitional sphere; motivational core of personality; intra-intrasphere personality formations; mental potential.