DEVELOP SELF-REGULATION OF STUDENTS DURING THEIR STUDIES IN HIGHER EDUCATION INSTITUTIONS THROUGH A PRAXIOLOGICAL APPROACH

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dc.contributor.authorRidkodubska, H., Yakubova, L., Ivanova, O., Holova, N., & Ihumnova, O.
dc.date.accessioned2026-05-13T16:30:02Z
dc.date.available2026-05-13T16:30:02Z
dc.date.issued2026-03-16
dc.description.abstractThe study deals with the topical issue of developing selfregulation of students of higher educational institutions (HEIs) in the context of modern destruction. The aim of the study was to identify the features of developing students’ self-regulation during their studies in HEIs through a praxeological approach. The study employed the following methods: psychological diagnostic methods, quantitative and qualitative data analysis, modelling. It was found that students are characterized by high levels of external and introjected regulation, while demonstrating low indicators of their own motivation and the Relative Autonomy Index (RAI). Increased indicators of affective regulation, avoidance of self-reflection, emotional awareness, and mental equivalence were revealed. A model of developing students’ self-regulation in higher educational institutions through a praxeological approach was developed. It consists of target, content, procedural, reflective evaluative components, and provides for motivational, organizational activity, and reflective corrective stages. The results of the study can be used in the educational process of HEIs to develop or adjust students’ self-regulation. The prospect of further research is the testing of the developed model and recommendations in HEIs.
dc.identifier.issnISSN:: 1990-8644
dc.identifier.urihttps://irlykhuml.univer.km.ua/handle/123456789/2140
dc.language.isoen
dc.publisherRevista Conrado
dc.relation.ispartofseries22(109)
dc.titleDEVELOP SELF-REGULATION OF STUDENTS DURING THEIR STUDIES IN HIGHER EDUCATION INSTITUTIONS THROUGH A PRAXIOLOGICAL APPROACH
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