Oportunidades para melhorar a atividade cognitiva dos alunos: um estudo experimental

Normakhmat Panjiev; Natalia Kotovchikhina; Diana Stepanova; Zhannat Saparkyzy; Karina Chikaeva; Artemiy Kozachek; Elvir Akhmetshin

doi:10.22633/rpge.v30i00.21161

Autores

Normakhmat Panjiev Termez State University https://orcid.org/0009-0005-4818-1060
Natalia Kotovchikhina Moscow State University of Technologies and Management named after K.G. Razumovskiy https://orcid.org/0000-0002-0280-2520
Diana Stepanova Plekhanov Russian University of Economics https://orcid.org/0000-0001-5981-6889
Zhannat Saparkyzy Korkyt Ata Kyzylorda State University https://orcid.org/0000-0001-8784-2742
Karina Chikaeva Kuban State Agrarian University https://orcid.org/0000-0002-4005-5271
Artemiy Kozachek Tambov State Technical University https://orcid.org/0009-0004-4453-0377
Elvir Akhmetshin Mamun University https://orcid.org/0000-0002-2576-503X

DOI:

https://doi.org/10.22633/rpge.v30i00.21161

Palavras-chave:

Atividade cognitiva, Ativação da atividade cognitiva, Envolvimento cognitivo, Motivação, Programa de treino

Resumo

As instituições de ensino superior devem desenvolver não apenas conhecimentos profissionais, mas também atividade cognitiva, competências de investigação e prontidão para a aprendizagem autônoma. Este estudo analisa se um programa de formação pode melhorar a atividade cognitiva de estudantes universitários. A investigação combina análise teórica e experiência pedagógica com grupos experimental e de controle. A atividade cognitiva foi avaliada por meio dos componentes motivacional-volitivo e processual-operacional, utilizando instrumentos psicológicos e pedagógicos consolidados. Os resultados mostram que os estudantes que participaram do programa apresentaram maior motivação cognitiva, orientação para o sucesso, autorregulação volitiva, reflexão e capacidade de aprendizagem em comparação com o grupo de controle. Os achados confirmam a eficácia de condições psicológicas e pedagógicas direcionadas para ativar a atividade cognitiva no ensino superior.

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Biografia do Autor

Normakhmat Panjiev, Termez State University

Universidade Estadual de Termez, Termez – Uzbequistão. Doutora em Ciências Filológicas, Professora Associada, Departamento de Linguística Russa.

Natalia Kotovchikhina, Moscow State University of Technologies and Management named after K.G. Razumovskiy

Universidade Estadual de Tecnologias e Gestão de Moscou K.G. Razumovsky (Primeira Universidade Cossaca), Moscou – Rússia. Doutora em Ciências Filológicas, Professora, Departamento de Teoria e Prática da Educação Cossaca Contínua.

Diana Stepanova, Plekhanov Russian University of Economics

Universidade Russa de Economia Plekhanov, Moscou – Rússia. Doutora em Ciências Econômicas, Professora Associada, Escola Superior de Finanças.

Zhannat Saparkyzy, Korkyt Ata Kyzylorda State University

Universidade Estadual Korkyt Ata de Kyzylorda, Kyzylorda – Cazaquistão. Doutora, Professora Associada.

Karina Chikaeva, Kuban State Agrarian University

Universidade Agrária Estadual de Kuban, em homenagem a I. T. Trubilin, Krasnodar – Rússia. Doutora em Ciências Históricas, Professora, Departamento de História e Ciência Política.

Artemiy Kozachek, Tambov State Technical University

Universidade Técnica Estadual de Tambov, Tambov – Rússia. Doutor em Ciências Pedagógicas, Professor Associado, Chefe do Departamento de Gestão da Natureza e Proteção Ambiental.

Elvir Akhmetshin, Mamun University

Universidade de Mamun, Khiva – Uzbequistão. Doutor em Ciências Econômicas, Professor Associado, Departamento de Economia. Universidade de Economia de Khorezm, Urgench – Uzbequistão. Professor Associado, Departamento de Economia e Gestão.

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