The role of reflection and reflexivity in the development of students’ abilities

This article analyzes different approaches to defining reflection and reflexivity. The mastery of intellectual operations reveals the role of reflexivity in the development of abilities. The operational aspect of reflection is emphasized in the article. The study is premised on the expectation that...

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Bibliographic Details
Published inPsychology in Russia : state of the art Vol. 6; no. 2; pp. 55 - 64
Main Author Shadrikov, Vladimir D.
Format Journal Article
LanguageEnglish
Published Moscow Russian Psychological Society 01.01.2013
M.V. Lomonosov Moscow State University
Subjects
ability
Acquisitions & mergers
activity subject
Consciousness
development
intellectual operations
Investigations
Philosophers
reflection
reflectivity
Students
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Summary:This article analyzes different approaches to defining reflection and reflexivity. The mastery of intellectual operations reveals the role of reflexivity in the development of abilities. The operational aspect of reflection is emphasized in the article. The study is premised on the expectation that the effective realization of intellectual activities and the development of abilities determined by these activities are conditioned by adequate reflection on conscious acts directed toward the performance of educational-cognitive tasks. The data from the experiment show that reflexivity as a personality trait is highly developed in students with high indexes of general intellectual operations. The research findings indicate the role of reflexive mechanisms in students' acquisition of intellectual abilities. The implications of these findings are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2074-6857
2307-2202
DOI:10.11621/pir.2013.0205