Pedagogical Support for Development of Learning Activity Self-regulation in High School Students

Abstract

The article describes the author's system of pedagogical support for the development of the learning activity self-regulation in high school students educated in specialized classes. Theoretically, the system is based on the structural-functional approach to the study of self-regulation proposed by V.I. Morosanova. According to its principles, the system was designed not only to develop the skills of the learning activity self-regulation, but also to create conditions for their development. As the main pedagogical means aimed at achieving its goals, the program proposes special master-classes on the development of different levels of self-regulation of educational activities, creating the situations of responsible choice related to the students’ personal and professional development and assisting to high school students in making their professional choice, consulting on the plans for their personal and professional development. The study had its purpose to verify the effectiveness of the system developed by the authors. An experimental testing was carried out on a sample of 208 high school students educated in specialized classes of Moscow schools. The research methods were selected to measure the levels of development of the operational and regulatory-personal components of self-regulation (V.I. Morosanova's "Self-regulation Profile of Learning Activity Questionnaire"), as well as the value-semantic level of subjective regulation ("Levels of Development of Personality Subjectivity" by M.A. Shchukina and the methodology of A.A. Azbel, A.G. Gretsov for studying the status of professional identity). The results of a comparative study between the experimental and control groups indicate the effectiveness of the developed system of pedagogical support: on average, the relative increase in the levels of the learning activity self-regulation in the high school students was about 20-30%.