Study of students’ cognitive states self-regulation during lessons


  • Alisa R. Khalfieva Kazan (Volga Region) Federal University, Russian Federation
  • Mark G. Yusupov Kazan (Volga Region) Federal University, Russian Federation


Students, Training sessions, Self-regulation, Cognitive states, Lectures, Seminars, Educational process


The relevance of the study of that problem is associated with an increase in information loads on students in connection with the academic load in a situation of information oversaturation. The modern conditions require more and more adaptation to stressful situations, as well as the many stressful factors that students are exposed to both in ordinary life and in the situation of educational activities. In this regard, this article is aimed to study self-regulation in the process of educational activity, namely during lectures, seminars and passing exams/tests. The leading method of the study of this paper is the questionnaire method, conducted among 81 students of the Kazan Federal University for the Humanities and Natural Sciences, which made it possible to identify the most pronounced cognitive states of students during various types of study process. The questionnaire also made it possible to familiarize themselves with their methods of self-regulation of cognitive mental states and obstacles, difficulties in using self-regulation methods. The article shows that students during lecture and seminar training experience the same state of interest and reflection. The difference is that during the lecture classes for students, a cognitive state of curiosity is added to these states, and at a seminar focus. In the tests, students are mostly only in a state of concentration. The article also shows that students most often use self-regulation techniques in seminar-type training sessions. Students resort to various methods of self-regulation: such as forcing oneself to concentrate on a task, a technique, on the contrary, abstracting oneself, as well as using physical exercises, breathing techniques, etc. The materials presented in that article can be used in the development of work programs of academic disciplines implemented within the framework of higher education, in the preparation of training classes of lecture and seminar types, as well as when working with students to increase their effectiveness during the educational process. The scientific novelty of this research consists in the presentation of a technologies of students’ cognitive mental states self-regulation during educational process.


Download data is not yet available.


Bodrov, V.A. (2007). Psychological mechanisms of human adaptation. In the book: L.G. Dikaya, A.L. Zhuravlev (Ed.), Psychology of adaptation and social environment: modern approaches, problems, prospects. Institute of Psychology RAS, 1, 42–67.

Dikaya, L.G. (2003). Mental self-regulation of a person’s functional state. Moscow: Institute of Psychology RAS.

Hartmann, H. (2002). Ego-psychology and the problem of adaptation. New York: International Universities Press.

Konopkin, O.A. (2007). Mechanisms of conscious self-regulation of arbitrary activity of human activity. In the book: V.I. Morosanova (Eds.), Subject and personality in the psychology of self-regulation: a collection of scientific papers. Stavropol’: PI RAE Publ.

Levitov, N.D. (1964). About human mental state. Moscow: Prosveshenie.

Morosanova, V.I., Fomina, T.G. & Tsyganov, I.Yu. (2017). Conscious self-regulation and attitude to learning in achieving educational goals. St. Petersburg: Nestor-Istoriya.

Osnitsky, A.K. (2011). The development of self-regulation as a condition for the success of professional self-determination and training. In the book: V.I. Morosanova (Eds.), Psychology of self-regulation in the twenty-first century. St. Petersburg: Nestor-Istoriya.

Prokhorov, A.O. & Larionova, I.G. (2007). Ethnocultural identity and mental states self-regulation (on the example of Russians and Tatars). Psychological Journal, 28(6), 59–68.

Prokhorov, A.O. & Yusupov М.G. (2014a). Cognitive states in the context of students' intellectual activity. Uchenie zapiski Kazanskogo universiteta – Scientific notes of Kazan University, 6, 189-198.

Prokhorov, A.O. (2005). Functional structures and means of mental states self-regulation. Psychological Journal, 26(2), 68–80.

Prokhorov, A.O. (2017). Mental states self-regulation in everyday life of a person. Psychological research, 20(56), 7-17.

Prokhorov, A.O. & Yusupov, M.G. (2014b). Metacognitive foundations of mental states: a situational aspect of the structurally-functional organization. Kazan: Otechestvo.

Prokhorov, A.O. & Yusupov, M.G. (2015). Phenomenological features of various courses of study students’ cognitive states. Education and self-development, 3(45), 39-46.

Sergienko, E.A. (2009). Behavior control: individual resources of subjective regulation. Psychological Research, 5(7), 18-26.



How to Cite

Khalfieva, A. R., & Yusupov, M. G. (2020). Study of students’ cognitive states self-regulation during lessons. Journal of Human Sport and Exercise, 15(3proc), S898-S906. Retrieved from