Part 2. Cultural activity approach to the issue of identifying strategies and mechanisms.
The first part of this paper argued the desirability of structural-dynamic model of emotion regulation in the theoretical and methodological framework of cultural activity paradigm with the construction of a psychologically-based typology of emotion regulation strategies in norm and pathology, and also psychological mechanisms enabling the regulation of emotions. This conclusion was based on the analysis of the basic concepts and paradigms in which the issue of emotion regulation is studied: cognitive and psychoanalytic approaches, concept and emotional development of emotional intelligence, cultural activity approach. The paper considers the procedure model of emotion regulation by J. Gross, identifies emotion regulation strategies and evaluates their effectiveness. The possibilities and limitations of the model. Based on the review of the today research the conclusion is arrived at that the existing labels on a wide range of regulatory strategies remain an open issue.
The author’s definition of emotion regulation is drawn. Emotion regulation is deemed as a set of mental processes, psychological mechanisms and regulatory strategies that people use to preserve the capacity for productive activities in a situation of emotional stress; to ensure optimal impulse control and emotions; to maintain the excitement at the optimum level.
The second part of this paper provides the general description of emotion regulation strategies, the approach to their typology, the psychological mechanisms of emotion regulation that lie in the basis of this typology, i.e. the main elements of the structural-dynamic model of emotion regulation. The work shows theoretical and methodological efficacy of empirical significance of signs and symbols and also personal reflection. The diagnostic system to allow empirically identify a wide range of emotion regulation strategies is suggested. The psychological mechanisms used by the subject to solve the problem of emotional control and protection in the emotional situations is emphasized.Three classes of emotion regulation strategies are given a particular account: indirect cognitive, transforming cognitive, and communicative and expressive ones.
Keywords: higher mental functions (APF);
indirect cognitive strategies of emotion regulation;
transforming cognitive strategies of emotion regulation;
communicative and expressive emotion regulation strategies;
By: Pervichko Elena I.;
Available Online: 03/30/2015
The objective of the paper is to research the relations between psychological and didactic requirements for designing training technologies of ensuring the educational results specified by the Federal State Educational Standards of a new generation.
A necessity of solving three interrelated tasks is highlighted. The first task is aimed at selecting achievements of A.N. Leontiev’s academic school by to further include them into the psychological training program of educators. The second one is directed at realizing the “projection” of psychological theory provisions into the system of didactic notions. The third one consists in developing educational methods of various study fields on the basis of the novel didactic knowledge and experimental verification of these methods.
The general approach to solving the tasks mentioned is proposed hereunder. The most important principles of A.N. Leontiev’s theory for the sphere of education have been emphasized.
It is suggested to introduce a number of notions in didactics to be adequately described in the activity structure. A set of methods for the developing students’ learning activities, which is the basis of their main ability (the ability to learn), is proposed.
Educational technology in the activity paradigm achieves educational results that are legitimated in the Federal State Educational Standards. The model of developmental education has been probated within the educational program “Small Academy of Lomonosov Moscow State University”, and also in the works of a number of school experts who were involved in the experiment.
Available Online: 12/30/2013