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Differential-regulatory foundations of educational interaction of a teacher 1387
Morosanova V.I., Doctor of Psychology, Professor. Head of the Laboratory of Self-Regulation, Psychological Institute, Russian Academy of Education, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
Fomina T.G., PhD in Psychology, Leading Researcher, laboratory for psychology of self-regulation, Institute of Psychology, FGBNU «Psychological Institute of Russian Academy of Education», Moscow, Russia, firstname.lastname@example.org
The contribution analyses the results of using the differential-regulatory approach to analysis of the specifics of educational interaction of a teacher. It proposes a hypothesis that the influence of communicative characteristics of personality on the specifics of educational interaction is mediated by the development and style peculiarities of conscious self-regulation of a teacher. It also presents the results of research of relationship between the conscious self-regulation and sociability of teachers who are oriented toward educational-disciplinary and personal models of educational interaction. It is shown that teachers who are oriented toward the personal model of interaction are distinguished by tendency for higher level of development of conscious self-regulation, integratedness of indices of communicative characteristics and self-regulation of pursuing objectives of both education and upbringing; a greater emotional involvement in the process of interaction and orientation for cooperation.
Keywords: differential-regulatory approach, conscious self-regulation, sociability, educational interaction, model of educational interaction
Column: Educational Psychology