Interrelation between consious self-regulation development and sociability of school teachers

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Abstract


The study is devoted to investigation of conscious self-regulation role in pedagogical interaction. Specific connections of regulation processes with sociability components of school teachers are described. It was discovered that development of conscious self-regulation system facilitates communication difficulties negotiation in teacher-student interaction.

About the authors

V I Morosanova

Psychological Institute of Russian academy of education

Email: morosanova@mail.ru
Лаборатория психологии саморегуляции; Учреждение Российской академии образования«Психологический институт»; Psychological Institute of Russian academy of education

T G Fomina

Psychological Institute of Russian academy of education

Email: tanafomina@mail.ru
Лаборатория психологии саморегуляции; Учреждение Российской академии образования«Психологический институт»; Psychological Institute of Russian academy of education

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