Literature review. The analysis of works devoted to various aspects of the research of individual differences in self-regulation processes shows that more and more new aspects of individual distinctions in self-regulation are being brought to light. However, alongside with this, the differences of approaches to the investigation of the contents, functions and structure of the self-regulation processes are revealed too [4].

Following O.A. Konopkin, conscious self-regulation is understood as a systematically organized process of internal human psychic activity on initiation, formation, maintenance and management of various types and forms of voluntary activity directly realising the achievement of the goals accepted by a person [3]. The place and the role of psychic self-regulation in a person’s life are vivid enough, if one takes into account the fact that practically all his life is an endless multitude of forms of activity, actions, acts of communication and other types of purposive activity. The prefix ‘self-’ to the term ‘regulation’ reflects not only the subject’s realising the acts of his voluntary activity and his purposeful managing them, but also the subject’s defining both objective figural, rational-logical and personal axiological bases of separate activities and their correspondence and concordance with the context of the integral system of its main personality needs and values, cognitive mindsets and beliefs with the contents of self-consciousness [4].

Since mental self-regulation is regarded as a process controlled by consciousness, at the basis of the present study there lies a reasonable assumption that self-regulation features can be connected with the interhemispheric organisation of the brain activity that can be judged about by the indicators of the motor and individual lateral profiles tests [1].

A fruitful and perspective conception in the development of this direction was A.R. Luria’s conception (on the structural and functional units of the brain) and V.A. Moskvin’s approach, being developed on its basis, in which within the study of the hemispheric interaction in the norm, lateral features and options of their combinations (individual lateral profiles) are matched with the features of a number of mental processes’ realisation, including the possibility of an arbitrary activity management [6; 7; 8].

Nowadays, the issue of individual differences in the processes of self-regulation still remains scantily studied. Researchers’ interest towards phenomenology of self-regulation is clearly increasing; the scope of investigations touching upon different aspects of this phenomenology is broadening too. At the same time many problems of self-regulation still have to be investigated, as well as individual differences and peculiarities of self-regulation connected with psychophysiological organisation of human activity have to be studied in particular [4].

Thus, the aim of the research under consideration is to study the constituents of students’ self-regulation process and the conditions that either enable or impede its progress.

Organization of the study. Since in the most general form hemispheric differences in connection with the analysis of the prevailing mental activity characteristics fit into a number of dichotomies: abstract (verbally-logic) and specific (visual-shaped) ways of information processing, voluntary and involuntary regulation of mental activity, emotionality-rationality, awareness-unawareness of mental functions and conditions [4].

In this context, the empirical study’s objectives were to identify and compare self-regulation characteristics identified among the students with fixed features of functional asymmetry, which were installed in them with the help of “motor test” and the diagnostics of lateral organisation profiles:

1. To conduct a meaningful analysis of the available scientific approaches to the study of the processes of self-regulation and lateral organisation profiles.

2. To pick up a set of techniques for the empirical study of functional asymmetry indicators in the brain activity and split-level indicators of self-regulation.

3. To identify the connections between types of lateral organisation profiles (LOP), indicating functional asymmetry with differences in self-regulation processes.

4. To determine whether sex differences exist with individual differences in the processes of self-regulation, taking into account types of lateral organisation profiles (LOP).

For the study of individual differences in the self-regulation processes 195 respondents were surveyed. The sample included the students of Belgorod State National Research University (95 boys and 100 girls – the students of the Faculty of Physical Education and Sports and the Faculty of Pre-Primary, Primary and Special Education) at the age of 17-19. The study was conducted in 2013-2014 and 2014-2015 academic years.

Conducting this research, we used two blocks of methods.

1. Techniques focused on the diagnostics of functional asymmetry indicators: A.R. Luria’s technique, and motor tests included in the “Map of Lateral Signs” and the technique for determining individual laterality profiles (according to V.A. Moskvin).

2. Techniques for diagnosing individual personal characteristics, one way or another related to the indicators of self-regulation: 16 PF questionnaire to assess personality traits associated with the self-regulation of human activity; A.K. Osnitsky’s technique for diagnosing abilities and characteristics of self-regulation of activity; the technique for measuring the level of a person’s self-actualization (SAT); the technique for determining life-purpose orientations (LPO); the “Time Orientation” technique.

Results and their analysis. The prevalence of lateral signs was studied in accordance with the “Map of Lateral Signs” technique; variations of lateral profiles were considered in the framework of the “hand-ear-eye” system.

3. Authors’ results. The results presented in the table indicate that among the students – boys and girls – some subgroups of students with various lateral profiles were identified. Moreover, the number of subgroups among boys and girls varies considerably.

 

 

In the profile «hand-ear-eye», ‘hand’ was considered a motor component of a behavioural act, whereas ‘ear’ and ‘eye’ – perceiving and orienting components. It was necessary to take that into consideration, as the physiological and psychological traits are determined by a profile of functional asymmetry in motor and sensory systems, rather than by specific modalities of cerebral dominance (including the right - or left-handedness). The type of hemispheric lateralization is the neurophysiological basis of both psychophysiological and psychomotor personality, and human motor organisation reflects a holistic description of it as an individual, as a person, and as a subject having all unique individuality.

The results indicate that among the students – boys and girls – some subgroups of students with a various lateral profiles were identified. Moreover, the sampling pattern of subgroups among the boys and girls differs greatly. The analysis of the prevalence of lateral features and types of their combinations in boys’ and girls’ samples – students (with a gender-based approach) allowed in a number of cases to identify significant differences. This coincides with the results of other studies that have identified some features of lateral signs distribution in different professional samples [8; 4].

The findings of the study made it possible to make an assumption about the lateralization of the neurophysiological bases of individual differences that can find their realisation in the intellectual (both general and social intelligence) and emotional activities, as well as the most valuable for this work, especially in regulatory processes. Thus, on the basis of this assumption, all the data have been systematized taking into account the indicators of functional asymmetry by A.R. Luria and V.A. Moskvin. While analising functional brain asymmetries, the motor sample was measured; that allowed dividing the sample into right- and left-handers.

A.K. Osnitsky’s questionnaire “Self-regulation” was used as a basic technique in order to identify individual characteristics of students when self-evaluating the presence or absence of regulatory skills or any self-regulation characteristics associated with problem solving, fulfillment of training and academic-practical tasks and the organisation of everyday behaviour [10]. The respondents with different indices of motor tests showed a number of significant differences in self-evaluation of self-regulation skills.

According to the indicator of formation of structure-component skills of self-regulation (SCS), some significant differences between the subjects with different indices of motor sample were revealed. Thus the subjects with the right indicator of motor sample less often pointed at the absence of these abilities – 14 and 25 (left indicator). That is, the respondents with the right indicator of the sample “folded arms” are better at setting and retaining goals, analysing and modelling conditions, choosing means and methods of actions, as well as at evaluating results and their correction (if needed).

Some significant differences in the results of self-evaluation of self-regulation’s functional features were also identified. On this scale the same dynamics can be traced, i.e. the subjects with the right indicator of motor sample show high indicators of functional abilities – 60 and 68 (left index sample of “folded arms”), and significantly lower absence – 9 and 29, respectively. Thus the students demonstrate higher levels of security regulation in general, orderliness, detailing, practical intentions feasibility and optimality of actions regulation.

But along with these data the students with the right indicator of the sample “folded arms” show higher indicators on the ‘Self-evaluation Errors’ scale. Perhaps this is due to the respondents’ higher self-esteem, due to more self-confidence and confidence in their abilities.

In the indicators of self-regulation characteristics that determine the dynamics of the actions taken, some statistically significant differences were identified too. The respondents with the right indicator of the sample “folded arms” often point at the existence of caution, confidence, flexibility, practicality and firmness in the regulation of activities rather than the respondents with the left indicator of motor sample of 51 and 42 per cent characterizing the presence of 10 (right index of motor test) and 43 (left indicator) – the lack of these skills respectively.

Style-personality features of self-regulation are also evaluated differently by the subjects with different indices of motor sample. The respondents with left index motor test assessed their style-personality of self-regulation higher than by the subjects with the right indicator, the availability of skills – 51 and 62 per cent. At the same time it is interesting to note the fact that on initiative, awareness, responsibility, independence, readiness for education, these subjects (with the left indicator of motor test and with a higher score) indicated they lacked of such skills.

To compare the indicators of motor tests, showing an asymmetry in the organisation of brain structures, with the personal features of self-regulation of the respondents’ behaviour, the technique 16 PF of multifactor study of personality was used.

The respondents with different indices of motor tests and individual laterality profiles showed a number of significant differences in the expression of the communicative properties and features of interpersonal interaction. Data on factor A (kindness, cordiality\concern, isolation) suggest that the subjects with the left indicator of the sample “folded arms” are more impulsive, concerned, unsociable, and the subjects with the right indicator of the sample “folded arms” are more dynamic, adequate and effective in the situations of communication. According to factor E (dominance, persistence\conformity, dependence), there are also significant differences (at p <0.05) in the sample of girls with different indices of motor sample. Good results for the ‘conformity-dominance’ scale characterize the respondents as the ones who tend to make independent intelligent decisions. People with high indicators on this factor stick to their views, but as a rule, expect independence from other people, too. According to factor N (courage, confidence\shyness, restraint), the respondents with left-sided asymmetry in the brain organisation appeared to have different and lower rates; they are more reserved, shy, unconfident, and hesitant about making decision.

The subjects with different indices of motor sample and individual laterality profiles also have a number of differences in the emotional-volitional sphere. High scores on this factor (emotional stability, the strength of “I”) are more characteristic for the respondents with right-sided asymmetry in the sample “folded arms” and the accumulation of right lateral signs (difference p <0.05). They are more likely to demonstrate steadfastness and emotional maturity. The respondents with high indicators on scale C demonstrate a more flexible behaviour; in stressful situations they are able to choose the best solution to the problem. Besides, there are some differences in factors Q3 (organization\ungovernability) and Q4 (tension\relaxation), which further testifies to a better organisation and higher self-control among respondents with the right indicator of the sample “folded arms” and the accumulation of right lateral signs. These respondents have a sufficiently developed volitional control over their emotions and behavioural responses, so they work well in a group.

The data revealed on factor M showed some peculiarities in the level of the respondents’ intellectual development. At the same time, significant differences were identified between the boys with different indices of motor sample on scale M (dreaminess, unpracticality\practicality, firmness). Lower indicators on this factor characterize the student as a practical, focused on external reality, the person following generally accepted standards, but perhaps with the low level of creative imagination. The test-boys with accumulation of right lateral indicators also show higher indicators on this scale.

Thus, the analysis of the results obtained thanks to the method of 16 PF showed the presence of a certain level of correlation between a number of respondents’ personality traits and indicators of functional asymmetry.

In connection with the identified indicators of the students’ functional asymmetry we were interested in the results of the SAT technique on the following scales: flexibility of behaviour, self-sensitiveness, spontaneity, self-esteem, self-acceptance, understanding of human nature, synergy, acceptance of aggression, sociability, cognitive needs, creativity, values, time competence – with the indicators of functional asymmetry.

According to additional SAT scales, some differences were obtained only for a number of indicators in the groups of respondents with different individual laterality profiles (asymmetry), which allow a more differentiated approach to the analysis of connection of individual differences in functional asymmetry with indicators of human self-actualization. Of particular interest are the data on the scale of spontaneity (the ability to express their feelings spontaneously). High scores on this scale indicate the possibility of another method of behaviour, not calculated in advance. The findings suggest that the prevalence of left lateral leads to a decrease in spontaneous behaviour. At the same time the subjects with the left indicator of motor sample show higher scores on the scale of creativity that characterizes the person’s creative orientation. Some statistically significant differences were also obtained on the ‘flexibility of behaviour’ scale that measures the degree of a person’s flexibility in the implementation of his values and his capability to respond quickly to changing aspects of the situation. It can be assumed that the subjects with the right indicator of the sample “folded arms” (as indicated by the data) have a higher ability to react quickly, and at the same time properly, to the changing aspects of the situation. It is possible that the subjects with the right sample indicator while accumulating right lateral signs are more aware of their needs and feelings. On the self-esteem scale, measuring the subject’s ability to appreciate his/her merits, statistically significant differences were identified in the sample of girls with accumulation of right lateral signs. Thus, we see that the accumulation of left lateral signs contributes to a less critical attitude towards themselves and a higher self-esteem. This is confirmed by the data on the scale of self-acceptance. Higher indicators of cognitive needs can be observed in the girls’ samples with the right indicator of the sample “folded arms”. In this case it is interesting to point out the fact that in the sample of both boys and girls, – the respondents of the group of unilateral right-handers, – higher rates on the scale of sociability were recorded among the respondents with the left indicator according to A.R. Luria. This proves the ability of the subject with high indicators on this scale to quickly establish contact with people, at the same time the intensity and duration of these contacts can vary. In terms of motor sample indicators the connection with SAT’s additional scales was not identified.

According to the data on the first-base scale (Time Competence), no statistically significant differences were obtained among the boys. But the data of the respondents belonging to different profiles of functional asymmetry, clarify the results, stressing that better results are found among the respondents with the accumulation of right lateral indicators. High scores on this scale indicate, firstly, the person’s ability of “living in the present”, to experience the moments of his/her life in full; secondly, to feel the continuity of the past, present and future, that is, to see his/her life in a sufficiently holistic way. Such an attitude is an indicator of a personality’s high self-actualization. A higher degree of the respondents’ self-actualization with the right motor sample indicator are confirmed by significant differences (p <0.05) on the scale of value orientations, measuring the extent to which a person shares values which are characteristic of the self-actualizing person.

Thus, it should be noted that such SAT indicators as time and value orientations are more connected with the personality’s characteristics that can also be identified with the connection of asymmetry indicators according to A.R. Luria. As for the rest of the indicators, they are more linked with the individual laterality profile, as they are no longer recorded as personality’s level, but as socio-specialized (socially acquired) characteristics, that are formed during lifetime.

For the diagnostics of life orientations the technique with the same name has been used. The test results only showed an overall decrease in the indicators of the life orientations technique of the respondents with a predominance of left lateral signs. Comparison of average data with significant differences (at p <0.05) indicated that the respondents with the right indicator of the “folded arms” sample displayed higher scores on the “Result” scale of this technique. On the rest of the scales of the life orientations technique some differences were obtained only on a number of parameters in the groups belonging to different functional asymmetry indicators according to V.A. Moskvin. The latter make it possible to apply a more differentiated approach to the analysis of the connection between the individual differences in functional asymmetry and indicators of human life orientations. Thus, the girls with the accumulation of left lateral signs showed significant differences on the scale of “Locus – Control – Life” At high test scores the subjects tend to believe that a person is given control over his life, that he is free to make decisions and implement them. In this group of the girls, statistically significant differences were identified on the “Consciousness of Life” scale, “Process”, “Result”, and “Locus-Control – I”, confirming that the accumulation of left lateral signs leads to a decrease in the indicators of the individual life orientations.

The respondents’ time orientations were assessed using three bipolar scales as described in the “Time Direction” technique. Time orientation indicators, according to this method, showed no statistically significant differences but the data on “The Future” scale in the sample of the boys with different indices of motor tests for Alexander R. Luria and the scale of “The Past” in the unilateral group of the right-handed girls.

Thus, the analysis of the results obtained with the help of psycho-diagnostic methods for the study of personality characteristics associated with self-regulation of life revealed a link between the respondents’ personality traits, their level of self-actualization, life orientations, and time direction with their functional asymmetry profile. That confirms the results of the previous studies [9].

In order to find out whether there is a connection between the personal characteristics of the respondents, their life orientations, features of self-actualization and time direction with the features of self-evaluation of regulatory skills, we used correlation analysis (Pearson correlation).

The correlation analysis of the data obtained during the investigation led to the conclusion that there is a definite relationship between the students’ personal characteristics and the specifics of their own self-assessment of regulatory skills.

An inverse relationship (at -0.50 and - 0.57, respectively) was found in the samples of both boys and girls with the right indicator of the “folded arms” sample between the emotional factor of stability and strength of “I” and the dynamic characteristics of self-regulation (the “Estimation Error” scale). That is, the higher the emotional stability, the more confident and stable in regulating the activity the subject will be, and the less difficulty he/she will encounter while reflecting the self-regulation skills and, as a result, will be less likely to make mistakes in the assessment of his/her skills and be more successful in regulating his activity.

Besides, a direct correlation between the indicators of such scales as “Value Orientation Scale”, “Consciousness of Life” and “The Real” was found in the samples of the girls with both the right (0.65) and the left (0.60) index of motor sample. Therefore, the higher the score on a scale of value orientations, the more meaningful is the respondent’s life and the more he/she lives in the present, “here and now”.

Thus, analysis of the results allowed us to show that there are significant differences in the processes of self-regulation among the respondents with different variants of lateral profiles and common features of these processes in individuals who have the same options of the lateral profiles.

4. Conclusion.

The present study was devoted to the study of the relationship between the individual differences in the functional asymmetry and the processes of high school students’ self-regulation. At the same time in our work we studied the connection parameters of functional asymmetry with the most common processes of self-activity in the reactive and impulsive behaviour patterns, in both activity- and personally organized.

In formulating the research problem we operated on the assumption that with the help of well-known techniques, it would be possible to identify the personality traits that correlate with the multilevel phenomenology of high school students’ self-activity, and suggested that the different levels of the self-regulation activity’s phenomenology the adaptive, activity and personality levels could be variously linked with the features of functional brain asymmetries.

The conclusion.The results of this work give us grounds for solving the problem under consideration. Thus, the study data made it possible to confirm the assumption of the lateral neurophysiological bases of individual differences that can display in the intellectual and emotional activities, as well as in what is the most valuable to this work, in peculiarities of regulatory processes.

Conclusions:

1. We prove the assumption about the existence of connection of individual differences in the processes of self-regulation with peculiarities of laterality profiles characterizing the functional asymmetry of human regulation activity. The combination of general psychological and differential psychological approaches made it possible to establish multilevel links between the features of functional asymmetry and behavioural and personal characteristics of self-regulation, implemented in the action systems for the organisation of temporary and human living space.

2. The findings of the study data confirmed the assumption of the lateralization of the neurophysiological bases of individual differences, which display in intellectual and emotional activities, as well as in the features of the regulatory processes. The respondents with different indices of motor samples revealed a number of significant differences in the self-evaluation of self-regulation skills. The students with the right motor sample indicator (“folded arms”) to a greater extent have more developed processes of goal-setting and goal retention, analysis and conditions modelling, the choice of means and methods of action, as well as the evaluation of the results and their correction. They often display self-confidence, flexibility, practicality and firmness in the regulation of activity, initiative, awareness, and responsibility than the respondents with the left motor sample indicator.

3. When comparing the indicators of motor tests and lateral organisation profiles evidencing asymmetry in the organisation of brain structures, with the respondents’ personal characteristics a number of significant differences was identified in the expression of communicative properties and features of interpersonal interaction, differences in emotional-volitional and intellectual spheres of the respondents.

It has been found that the left-handed subjects are more impulsive, concerned, unsociable, whereas the subjects with the right motor sample indicator are more dynamic, adequate and effective in communication situations. The respondents with left-sided asymmetry in the brain organisation are more reserved, shy, unconfident in themselves, doubtful in decision-making situations. Emotional stability, the strength of “I” is more characteristic of the respondents with the right motor sample indicator and the accumulation of right lateral signs of the lateral organisation profile. That is, they are more likely to demonstrate steadfastness and emotional maturity.

4. The differences revealed in terms of organisation and intensity, further evidence of better organisation and higher self-control among respondents with the right measure of the sample “folded arms” and the accumulation of right lateral signs of the lateral organisation profile. These respondents have a sufficiently developed volitional control over their emotions and behavioural responses.

5. The respondents with left-sided asymmetry in the brain organisation revealed a higher ability to act spontaneously and express their feelings that indicates the respondent’s capability to act impulsively, using methods not planned in advance. The left-handed subjects were often characterized by a high score on a scale of creativity that shows the creative orientation of a person.

Thus, taking into consideration the results of the research one can conclude that dynamic features of the self-regulation activity, orientation towards time and temporal behaviour characteristics, as well as the indicators of the emotional-volitional sphere are mainly linked to the indicators of motor tests, acting as an individual’s traits. Meanwhile, positive personal, activity and behavioural characteristics of self-regulation are generally connected with the profiles of lateral organisation with the accumulation of right-lateral features, as not only individual determination is fixed in them, but also socially oriented characteristics which are formed during a person’s lifetime.

 

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Conflicts of Interest: the authors have no conflict of interests to declare.