The Role of Self-Regulation in the Formation of Learning Activity Style among Chinese Students

The number of Chinese students studying in Russia has been steadily increasing over the past decade. Despite the fact that a quantity of studies on the ethnocultural characteristics of Chinese students is growing, there are still many questions about the specifics of the educational activities of Chinese students and their organization in the educational space in Russia. The purpose of this research is to conduct a theoretical analysis of scientific papers on the importance and role of the self-regulation process for a promising investigation of its resource potential in shaping the style of learning activities among Chinese students. The theoretical analysis of the specifics of the activity-based approach and its reconstruction in substantiating the style of educational activity as well as the results of empirical studies conducted with the participation of Chinese students in Russia and abroad allowed us to consider the psychological characteristics of their self-regulation as a fundamental variable between individual and personal characteristics and the style of educational activity. As a result of the analysis, it was determined that self-regulation performs the function of transformation and integration ensuring the transition from personal prerequisites to sustainable forms of learning activity. The novelty of the research consists in the theoretical substantiation of the integrative explanatory approach in the subsequent diagnostics of the specifics of the educational activity style for the empirical study organization. A comparison of the results of theoretical and empirical exploring shows that individual and personal characteristics determine the specifics of conscious self-regulation, which is a resource for the formation of an individual style of educational activity.