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Interrelation between consious self-regulation development and sociability of school teachers
- Authors: Morosanova VI1, Fomina TG1
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Affiliations:
- Psychological Institute of Russian academy of education
- Issue: No 2 (2010)
- Pages: 16-20
- Section: Articles
- URL: https://journals.rudn.ru/psychology-pedagogics/article/view/8197
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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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