Models of aspects self-regulated learning

The purpose of the work is to build cognitive models of self-regulated learning that reflect the specifics of students' educational activities. Self-regulated learning is a dynamic process of students formulating learning goals with subsequent evaluation of the results. The basis of the study is the resource approach of Professor V. I. Morosanova. The cognitive models of "Self-regulated learning" and a simplicial analysis of their variants were built. As a result of the study, universal regulatory competencies were identified. These include such factors as "motivation" of educational activities, "flexibility" in actions, "personal qualities" of the student and "personality of the teacher". The novelty of the study lies in our use of cognitive modeling, which includes intuition and other personal qualities of experts. As a result, new subjective images of the object of study are formed to obtain new knowledge. The novelty of the study lies in the fact that most specialists study the processes of self-regulation using statistics. We used cognitive modeling, which allows us to obtain information about new functionally significant factors. The practical significance of studying the problem lies in improving the psychological and pedagogical support of learning processes.