@ARTICLE{26583223_782568939_2022, 
	author = {Sergey Zaytsev}, 
	keywords = {, individual learning strategies, individual ways of learning actionsregulatory actions in learning},
	title = {Individual Ways of Regulatory Learning Actions in Primary School Children (Grades 2-4)},
	journal = {Psychology. Journal of Higher School of Economics},
	year = {2022},
	volume = {19},
	number = {3},
	pages = {543-561},
	url = {https://psy-journal.hse.ru/en/2022-19-3/782568939.html},
	publisher = {},
	abstract = {The concept of «individual way of action» is introduced  an individually stable procedural characteristic of the performance of an action, due to the complex interaction of the objective conditions of activity and the mental properties of the subject himself. The individual differences of primary school children in manners of performing regulatory actions in learning are considered. Based on the methodology of the activity approach, individual ways of regulatory actions in learning of primary school children were studied in the process of their learning activity on the subject content of ordinary school lessons. The objective of the study was to identify factors that determine individual ways of implementing regulatory learning activities and their change in primary school children of different ages. A series of experimental lessons was developed, in which the subjects independently mastered the educational content — carried out actions of planning, teaching, controlling and evaluating their learning using the selected means and methods. At each lesson, each subject could independently choose from among the proposed means and methods for performing any regulatory action. In total, 60 lessons of Russian language and mathematics were held. The sample consisted of 175 subjects (from the 2nd grades there were 78 students, from the 3rd grades — 46 students, and from the 4th grades — 51 students), 68 of them were studied for several years. The results showed that the overwhelming majority of primary schoolchildren of different ages have developed individual ways of learning actions. These were due to internal factors: the totality of students' attitudes towards the learning conditions, other people and towards themselves as a student, acting in interaction with external circumstances: the subject content and the changing learning situation. Ways of learning actions were changing not only under the influence of changing conditions of activity, but also as a result of the growth and development of the students. The method and the results of the study can be used to individualize learning.},
	annote = {The concept of «individual way of action» is introduced  an individually stable procedural characteristic of the performance of an action, due to the complex interaction of the objective conditions of activity and the mental properties of the subject himself. The individual differences of primary school children in manners of performing regulatory actions in learning are considered. Based on the methodology of the activity approach, individual ways of regulatory actions in learning of primary school children were studied in the process of their learning activity on the subject content of ordinary school lessons. The objective of the study was to identify factors that determine individual ways of implementing regulatory learning activities and their change in primary school children of different ages. A series of experimental lessons was developed, in which the subjects independently mastered the educational content — carried out actions of planning, teaching, controlling and evaluating their learning using the selected means and methods. At each lesson, each subject could independently choose from among the proposed means and methods for performing any regulatory action. In total, 60 lessons of Russian language and mathematics were held. The sample consisted of 175 subjects (from the 2nd grades there were 78 students, from the 3rd grades — 46 students, and from the 4th grades — 51 students), 68 of them were studied for several years. The results showed that the overwhelming majority of primary schoolchildren of different ages have developed individual ways of learning actions. These were due to internal factors: the totality of students' attitudes towards the learning conditions, other people and towards themselves as a student, acting in interaction with external circumstances: the subject content and the changing learning situation. Ways of learning actions were changing not only under the influence of changing conditions of activity, but also as a result of the growth and development of the students. The method and the results of the study can be used to individualize learning.}
}