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

V I Morosanova; Моросанова Варвара Ильинична; T G Fomina; Фомина Татьяна Геннадьевна

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

Authors: Morosanova VI¹, Fomina TG¹
Affiliations:
1. 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.

Keywords

individual differences of conscious self-regulation, individual style, system-functional approach, pedagogical interaction, sociability

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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Vol 21, No 3 (2024)

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

Full Text

Abstract

Keywords

About the authors

V I Morosanova

T G Fomina

References

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