Psycholinguistic Mechanisms of Emotion Regulation of Educational Activity
Abstract
The purpose of the research is aimedat revealing the leading psycholinguistic mechanismscharacterising the relationship between thinkingand speaking actions and motivational and emotionalmanifestations in the process of emotion regulationof an individual’s educational activity. The researchobjects are psycholinguistic features of thinkingand speaking actions and motivational manifestationsin the cognitive activity of an individual. Theresearch subjects are psycholinguistic mechanismsof the interaction between thinking and speakingactions and motivational and emotional manifestationsin the conception of emotion regulation of educationalactivity. Results. It was revealed that motivationaland goal-oriented components as well as emotional experiences that accompany and regulate thisprocess play an important role in the manifestationof psycholinguistic mechanisms of thinking and speakingactions of an individual in various types of cognitiveactivity. Certain features of their interaction werefound, taking into account different phases of cognitiveactivity. The characteristics of psycholinguisticmechanisms in cognitive activity, which served asthe basis for the analysis of emotion regulationof educational activity at the levels of searching forgeneralized thinking and speaking actions alongsidesolving educational tasks aimed at the developmentof students’ theoretical thinking, were described.A complex of emotional and communicative methodsand tasks that ensure emotion regulation were given.Discussion and conclusions. A list of simple emotionsand complex cognitive emotional-sensory experienceswhich accompany speaking and thinking actionsand perform various functions taking into accountthe development of the process targeted to solvingan educational task (surprise, curiosity, inquisitiveness,joy, satisfaction, guesswork, interest, disappointment,indifference, etc.) was compiled. It was shown thatsurprise and curiosity are important at the first stage;curiosity and inquisitiveness – at the second stage;interest and joy – at the third stage. The leading emotionprovokingsituations (emotional triggers) and effectswhich can be most favourable at each of the stageswere given (“brightness” and “unexpectedness”to create the effect of “novelty” – at the first stage;“dramatization” to create the “empathy” effect –at the second stage; “complications”, “encouragement”and other ones to create the “inspiration”effect – at the third stage). A conceptual modelof psycholinguistic mechanisms of the interactionof motives, experiences and intellectual-speech actionsof emotion regulation of educational activity was built,taking into account the stages of its deployment whensolving an educational task.
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