Formation of self-regulation and organization of cognitive style in terms of psychological and educational support

The modern system of education and the requirements for graduates increase the importance of psychological support in terms of organization of secondary vocational education. One type of such work is a psycho-educational support in which a psychologist and teachers create conditions under which students could gain or reconsider their experience. The bases are the actions and decisions of the students themselves. Psychological and educational support in organizations of secondary vocational education has its own characteristics, due to the specifics of the preparation and organization of the educational process: the mastery of professional knowledge through general subjects at first years of training; practical forms of learning predominate over theoretical ones. Within the framework of our empirical research we identified indicators of self-regulation, creativity, parameters of cognitive style, and the dynamics of their changes and relations. The analysis of the results showed the presence of changes in terms of creativity (creative thinking, imagination, emotion) and self-regulation (flexibility). Reduction of creative thinking, determined by the level of awareness, is associated with the increased training load and the decreased amount of time to complete tasks. The same factors helped the imagination processes. The program of psychological and educational support also includes techniques enhancing imagination and emotionality. The requirement to act in a specified short period of time and rebuild someone's behavior favored psychological flexibility. There is a correlation between the parameters of cognitive styles and the mentioned characteristics. Among participants with prevailing parameters the field independence and differential changes occur significantly more often. Participants with the parameters of field dependence and integrity are less flexible and susceptible to external influences. In the course of psychological and educational support there was an integration of cognitive style parameters, self-regulation and creativity which would allow participants in the future to manage different information and its transmission more efficiently, and act on it.

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