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

Authors

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

Keywords:

Cognitive activity, Activation of cognitive activity, Cognitive engagement, Motivation, Training program

Abstract

Modern higher education requires students not only to acquire professional knowledge but also to develop cognitive activity, research skills, and readiness for self-directed learning. This study examines whether a training program can enhance university students’ cognitive activity. The research combines theoretical analysis with a pedagogical experiment involving experimental and control groups. Cognitive activity was assessed through motivational-volitional and procedural-operational components using established psychological and pedagogical diagnostic tools. The results show that students who participated in the training program demonstrated stronger cognitive motivation, success orientation, volitional self-regulation, reflection, and learning ability than students in the control groups. The findings confirm the effectiveness of targeted psychological and pedagogical conditions for activating cognitive activity in higher education and indicate the need to integrate structured training, reflective tasks, and problem-based learning into university practice.

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Author Biographies

Normakhmat Panjiev, Termez State University

Termez State University – Termiz – Uzbekistan. Candidate of Philological Sciences, Associate Professor, Department of Russian Linguistics.

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

K.G. Razumovsky Moscow State University of Technologies and Management (the First Cossack University) – Moscow – Russia. Doctor of Philological Science, Professor, Department of Theory and Practice of Continuous Cossack Education.

Diana Stepanova, Plekhanov Russian University of Economics

Plekhanov Russian University of Economics – Moscow – Russia. Ph.D. in Economic Sciences, Associate Professor, Higher School of Finance.

Zhannat Saparkyzy, Korkyt Ata Kyzylorda State University

Korkyt Ata Kyzylorda State University – Kyzylorda – Kazakhstan. Ph.D., Associate Professor.

Karina Chikaeva, Kuban State Agrarian University

Kuban State Agrarian University named after I. T. Trubilin – Krasnodar – Russia. Doctor of Historical Sciences, Professor, Department of History and Political Science.

Artemiy Kozachek, Tambov State Technical University

Tambov State Technical University – Tambov – Russia. Candidate of Pedagogic Sciences, Associate Professor, Head of Department of Nature Management and Environmental Protection.

Elvir Akhmetshin, Mamun University

Mamun University – Khiva – Uzbekistan. Candidate of Economic Sciences, Associate Professor, Department of Economics. Khorezm University of Economics – Urgench – Uzbekistan. Associate Professor, Department of Economics and Management.

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