Standard

Psychosomatic behavior styles in students with different methods of self-regulation in the situation of examination. / Byzova, V. M.; Loviagina, A. E.

In: Human Ecology (Russian Federation), No. 7, 2017, p. 25-31.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

BibTeX

@article{c4a7901ba92a4c21b30f773392b0ab51,
title = "Psychosomatic behavior styles in students with different methods of self-regulation in the situation of examination",
abstract = "The article presents the results of empirical research of student's psychosomatic behavior during the session, and techniques of self-regulation in the exam situation. The aim of the study was to determine psychosomatic behavior styles in students with different techniques of self-regulation in the exam situation. Methods: psychological testing, clinical and psychological interview. Sample: 127 (60 young men and 67 young women) full-time students of 2-4 courses at the age of 19-23. Results: The students were divided into 4 groups, statistically different in the intensity of self-regulation techniques in the exam situation and the style of psychosomatic behavior. The first group poorly used self-control techniques and demonstrated the emotional style. The second group actively used visualization techniques, as well as self-awareness and followed cognitive and behavioral styles. The third group intensively used breathing techniques, refocusing, self-hypnosis, and was prone to emotional and psychophysical styles. The fourth group used varies methods of self-regulation and showed the social and cultural style. We described the characteristics emotional, cognitive, mental and physical, behavioral and socio-cultural styles of psychosomatic behavior and risk factors of psychosomatic disorders in students, prone to one or the other above-named style. Conclusion: psychosomatic behavior styles differ in students with different techniques of selfregulation in the exam situation.",
keywords = "Methods of self-regulation, Psychosomatic behavior styles",
author = "Byzova, {V. M.} and Loviagina, {A. E.}",
year = "2017",
doi = "10.33396/1728-0869-2017-7-25-31",
language = "русский",
pages = "25--31",
journal = "Human Ecology (Russian Federation)",
issn = "1728-0869",
publisher = "Environment Facility of the Arkhangelsk region",
number = "7",

}

RIS

TY - JOUR

T1 - Psychosomatic behavior styles in students with different methods of self-regulation in the situation of examination

AU - Byzova, V. M.

AU - Loviagina, A. E.

PY - 2017

Y1 - 2017

N2 - The article presents the results of empirical research of student's psychosomatic behavior during the session, and techniques of self-regulation in the exam situation. The aim of the study was to determine psychosomatic behavior styles in students with different techniques of self-regulation in the exam situation. Methods: psychological testing, clinical and psychological interview. Sample: 127 (60 young men and 67 young women) full-time students of 2-4 courses at the age of 19-23. Results: The students were divided into 4 groups, statistically different in the intensity of self-regulation techniques in the exam situation and the style of psychosomatic behavior. The first group poorly used self-control techniques and demonstrated the emotional style. The second group actively used visualization techniques, as well as self-awareness and followed cognitive and behavioral styles. The third group intensively used breathing techniques, refocusing, self-hypnosis, and was prone to emotional and psychophysical styles. The fourth group used varies methods of self-regulation and showed the social and cultural style. We described the characteristics emotional, cognitive, mental and physical, behavioral and socio-cultural styles of psychosomatic behavior and risk factors of psychosomatic disorders in students, prone to one or the other above-named style. Conclusion: psychosomatic behavior styles differ in students with different techniques of selfregulation in the exam situation.

AB - The article presents the results of empirical research of student's psychosomatic behavior during the session, and techniques of self-regulation in the exam situation. The aim of the study was to determine psychosomatic behavior styles in students with different techniques of self-regulation in the exam situation. Methods: psychological testing, clinical and psychological interview. Sample: 127 (60 young men and 67 young women) full-time students of 2-4 courses at the age of 19-23. Results: The students were divided into 4 groups, statistically different in the intensity of self-regulation techniques in the exam situation and the style of psychosomatic behavior. The first group poorly used self-control techniques and demonstrated the emotional style. The second group actively used visualization techniques, as well as self-awareness and followed cognitive and behavioral styles. The third group intensively used breathing techniques, refocusing, self-hypnosis, and was prone to emotional and psychophysical styles. The fourth group used varies methods of self-regulation and showed the social and cultural style. We described the characteristics emotional, cognitive, mental and physical, behavioral and socio-cultural styles of psychosomatic behavior and risk factors of psychosomatic disorders in students, prone to one or the other above-named style. Conclusion: psychosomatic behavior styles differ in students with different techniques of selfregulation in the exam situation.

KW - Methods of self-regulation

KW - Psychosomatic behavior styles

UR - http://www.scopus.com/inward/record.url?scp=85021886639&partnerID=8YFLogxK

U2 - 10.33396/1728-0869-2017-7-25-31

DO - 10.33396/1728-0869-2017-7-25-31

M3 - статья

AN - SCOPUS:85021886639

SP - 25

EP - 31

JO - Human Ecology (Russian Federation)

JF - Human Ecology (Russian Federation)

SN - 1728-0869

IS - 7

ER -

ID: 87851951