South Ural State Humanitarian Pedagogical University bulletin ЧГПУ

ISSN: 2618–9682
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DOI: 10.25588/CSPU.2018.03.21
UDC: 151.7:371.015
BBC: 88.834.023:88.840
V.I. Dolgova ORCID
Professor, Doctor of Psychology, Dean, Faculty of Psychology, South Ural State Humanitarian Pedagogical University (Chelyabinsk, Russia)
E-mail: Send an e-mail
N.V. Kryzhanovskaya ORCID
Academic Title of Associate Professor, Candidate of Sciences (Education), Deputy Dean of the Faculty of Psychology, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia.
E-mail: Send an e-mail
K.V. Kudryakova ORCID
Master’s Degree Student of the Faculty of Psychology, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia.
E-mail: Send an e-mail
Management of young schoolchildren’s self-regulation process

Introduction. The analysis showed that the young schoolchildren’s self-regulation process is not sufficiently formed, and the problem is to create and conduct appropriate formative programs. The purpose of the research is to make and conduct a forming program for managing the process of self-regulation among junior schoolchildren.

Materials and methods. The study was conducted in Chelyabinsk secondary school № 154 in three stages (preparatory, diagnostic-forming, analytical). Empirical (ascertaining and forming experiments, external observation, testing) and statistical-mathematical methods (calculation of the Wilcoxon T-test) and two methods of A.I. Vysotskij and B.N. Phillips were used: “The method of observation for the evaluation of strong-willed qualities” and “Diagnosis of the level of school anxiety”.

Results. Based on the analysis of junior schoolchildren’s self-regulation process, the formative program has been compiled and its implementation made it possible to reveal the features of formation the younger schoolchildren’s abilities to master themselves and their behavior.

Discussion. The realization of this program is influenced on the formation of abilities to master oneself and one’s behavior on the basis of intellectual, reasonable actions (self-regulation in intellectual activity); emotionally respond to the situations in a socially acceptable way (emotional self-regulation), and also manage actions and behavior in different situations (volitional self-regulation). Separately taken aspects of self-regulation are studied by native and foreign authors. The novelty of the research presented in the article is the implementation of systemic and integrated approaches in total.

Conclusion. The analysis of junior schoolchildren’s self-regulation process is revealed the need for compiling and implementing a formative program for managing the process of children’s self-regulation. In the process of creating such a program, it is necessary to take into account the peculiarities of the formation of younger schoolchildren’s abilities to master themselves and their behavior and to make appropriate psychological and pedagogical recommendations only on this basis.


self-regulation, junior school age, emotional self-regulation, volitional self-regulation, intellectual self-regulation, management, process, formation

  • The analysis of younger schoolchildren’s self-regulation process has been conducted;
  • The forming program for managing the younger schoolchildren’s self-regulation process has been compiled and implemented;
  • Features of forming abilities of younger schoolchildren to master themselves and their behavior have been revealed.

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