The Cognitive Model “Self-regulation of Educational Activities”

Various needs for specific professional knowledge manifest different levels of perseverance in students to complete the educational process from the start to its logical end. This process is a key feature of any learning format. These arguments determine the relevance to investigate the process of self-regulation in educational activity. The purpose of the work is to build the models that characterize self-regulation of the student’s cognitive activity and involvement in knowledge acquisition. To achieve the purpose, the following tasks are to be solved. 1. Review of scientific publications. 2. Building graphical and cognitive models of the problem under study. 3. Analysis of models using statistical and IT approach. 4. Formulation of conclusions. Statistical analysis shows that the level of self-regulation of behavior among the students in the city of Bishkek is higher than among the students in the city of Omsk. As for the level of self-regulation of educational activities, it is higher among the students in Omsk than among the students in Bishkek. As a result, it is found that the factors “motivation” of the student learning activity and the factor “flexibility” in actions are decisive for the investigation of the phenomenon. The results of q-connectivity show that the vertices of the graph of a cognitive model with highdimensional simplexes are these factors. The obtained results are recommended to specialists in the field of pedagogical science to manage the educational system as a whole.