Metacognitive Awareness in the Structure of Mental Self-Regulation in Students Involved and not Involved in Sports

Результат исследований: Публикации в книгах, отчётах, сборниках, трудах конференцийстатья в сборнике материалов конференции

Аннотация

The article presents the results of a comparative analysis of the relationship of metacognitive involvement and the characteristics of the conscious self-regulation style and volitional processes in students involved and not involved in sports. Common relationship between the severity of metacognitive awareness, the formation of programming and the general level of conscious self-regulation for men and women involved and not involved in sports have been identified. It has been established that in athletes of both sexes, metacognitive awareness is more closely connected with the characteristics of the style of conscious self-regulation, as well as connected with volitional regulation in case of failures.
Язык оригиналаанглийский
Название основной публикацииProceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019)
DOI
СостояниеЭлектронная публикация перед печатью - июл 2019
Событие2nd International Conference On Education Science And Social Development - Changsha, Changsha, Китай
Продолжительность: 20 июл 201921 июл 2019
Номер конференции: 2
http://www.essd-2019.com/

Серия публикаций

НазваниеAdvances in Social Science, Education and Humanities Research
ISSN (электронное издание)2352-5398

Конференция

Конференция2nd International Conference On Education Science And Social Development
Сокращенный заголовокESSD 2019
СтранаКитай
ГородChangsha
Период20/07/1921/07/19
Адрес в сети Интернет

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Цитировать

Lovyagina, A., Byzova, V., Khvatskaya, H., Mednikov, S., & Schukin, A. (2019). Metacognitive Awareness in the Structure of Mental Self-Regulation in Students Involved and not Involved in Sports. В Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019) (Advances in Social Science, Education and Humanities Research). https://doi.org/10.2991/essd-19.2019.73