Actual-genesis of conscious self-regulation in the situation of choice of the educational tasks complexity level



The study of stylistic features self-regulation (SR) in educational situations with different specificity of performing tasks (which includes conditions of realization of educational activity, the specificity of the subject and its contents, the level of problem or complexity of tasks, individual psychological characteristics of students, degree of formation of their actions, etc.) is one of the urgent problems of psychological research of self-regulation (SR). Our research tested the hypothesis that in situations with different levels of complexity of tasks relevant manifestation of the stylistic peculiarities of SR may positively affect the success of activities. The sample: 50 graduates of humanities and technical higher schools, male and female, aged from 21 to 28 years, 90 students of 7th, 8th and 9th-graders of secondary schools in Moscow. A new experimental computer technique of "DSSSR", that allows simulating game situations which coincide in their characteristics with different situations of educational activity, was presented in this research. The results of the study show that the subjects with a high general level of SR choose tasks of average complexity; this tactic provides them with a sustainable achievement of high results. Dynamics of indicators of success in subjects with an average level of SR is characterized by multidirectionality and depends on the level of the planning process.

General Information

Keywords: conscious self-regulation of learning activities, actual-genesis, situational approach, characteristics of learning task, complexity of learning task

Journal rubric: Psychology of Personality

Article type: scientific article

For citation: Bondarenko I.N., Morosanova V.I., Drapkin I.S., Putko N. Actual-genesis of conscious self-regulation in the situation of choice of the educational tasks complexity level. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2014. Vol. 7, no. 2, pp. 64–81. (In Russ., аbstr. in Engl.)


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Information About the Authors

Irina N. Bondarenko, PhD in Psychology, Leading Researcher, Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education,, Moscow, Russia, ORCID:, e-mail:

Varvara I. Morosanova, Doctor of Psychology, Professor, Head of the Department of Psychology of Self-regulation, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:

Ivan S. Drapkin, Back End Web Developer, Clauder Corporation, e-mail:

Nikolay Putko, Head specialist - programmer, Oil company «Northern lights», Moscow, Russia, e-mail:



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