Filippova, Elena V.

The article contains an overview of the program developed by the authors for improving reliability of students’ performance in the exam situation by means of conscious self-regulation. It also provides the results of the program’s efficiency experimental verification on the sample of 57 students (17-18 years) of the 11th grade of a Moscow Secondary School. The multiscale questionnaire “Learning Activity Self-Regulation Style” (SSUD-M, Morosanova) and Russian adaptation of Test Anxiety Inventory (TAI, Spilberger) were used for diagnostics. The obtained data analysis revealed statistically significant changes in the regulatory parameters and anxiety indicators in the experimental and control groups (29 and 28 pers. accordingly). Experimental group demonstrated increased value of regulatory parameters of modelling, evaluation, flexibility, reliability, responsibility, and general level of self-regulation as well as decreased values of disquiet and general anxiety levels. Comparing the academic grades, primary and final state exam marks showed, that experimental group demonstrated higher reliability of educational actions than control group. The effectiveness of the practical application of program for developing conscious self-regulation as a means of improving the reliability of educational actions in exam situations considered to be experimentally proved.

The primary purpose of this study was to examine the role of conscious self-regulation in reliability of actions of students in exam situation. Participants were 231 16—18 year old students. The results showed that reliability of regulation (stability of the basic regulatory characteristics in a stressful situation) is the basis of the reliability of action of students with different level of academic success. The study describes the characteristics of the reliability of learning actions of students. We compared personal and regulatory characteristics of high school students with different level of reliability of actions and academic success. We found that students with the highest score on the exam have a low level of anxiety and a high level of conscious self-regulation (especially regulatory reliability). The results of research suggest that individual system of self-regulation plays a significant role in reliability of actions of students in exam situation and provides new information about how we can ensure reliability of actions of students in exam situation.