EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN REFLECTION AND PERSONAL SELF-REGULATION IN ADOLESCENCE

Abstract

The article presents the results of an empirical study examining the relationship between reflection and personal self-regulation in adolescents. The following methods were used: «Assessment of the Level of Personal Reflexivity» by A. Karpov and V. Ponomaryov; the «Differential Type of Reflection” questionnaire by D. Leontiev; the «Volitional Self-Regulation» method by A. Zverkov and E. Eidman; the «Behavioral Self-Regulation Style» questionnaire by V. Morosanova; and the «Diagnosis of Personal Volitional Potential» by N. Fetiskin. The study involved 46 students from two 8th-grade classes aged 13-14.

The levels of personal reflexivity, systemic reflection, introspection, quasi-reflection, volitional self-regulation, general self-regulation, and personal volitional potential were identified. The empirical study showed that most adolescents demonstrated an average level of introspection and quasi-reflection, while the level of systemic reflection was insufficiently developed. According to the results, adolescents exhibited well-developed personal self-regulation and volitional potential.

To determine whether various types of reflection are related to personal self-regulation in adolescence, a correlation analysis was conducted. The analysis revealed a strong correlation between introspection and general self-regulation, as well as between quasi-reflection and personal volitional potential. In contrast, no significant correlation was found between the level of reflexivity and self-regulation, nor between systemic reflection and self-regulation. These results indicate that the development of personal self-regulation in adolescence does not guarantee the development of systemic reflection processes; therefore, fostering systemic reflection requires additional efforts from psychologists and educators.