Study of cognitive style of «Impulsivity-reflectivity» in the context of motivation and self-regulation learning and cognitive activity of students.

Abstract

In this article is discussed the question of relationship between the «impulsivity-reflection» cognitive style, motivation and self-regulation of learning and cognitive activity of the first-year students. The purpose of this research paper is to identify the relation between the cognitive style in the context of impulsiveness and reflexivity, motivation, self-learning and cognitive activity of students. The structure of the article refers to the separation of its content into three main sections: an introduction, main part, conclusion. In the introduction, the authors justify the relevance of the study. The main part contents description of the basic concepts used in this research paper: educational cognitive activity, motivation, self-regulation, cognitive styles, impulsiveness, reflexivity.