• Kibal’chenko Irina A. Department of psychology and life safety, Federal State-Owned Educational Autonomy Establishment of Higher Education «Southern Federal University», Taganrog
  • Eksakusto Tatiana V. Department of psychology and life safety, Federal State-Owned Educational Autonomy Establishment of Higher Education «Southern Federal University», Taganrog



mental representation, success, concept signs/indices


The research is aimed at studying the success mental representations of students who are considered as the modern society members seeking for intellectual and personal resources integration. The article describes relevance and prospects of the success mental representations studying. These representations are considered to reflect personal real and potential success. Such methods as content and statistical analyses are used for the research. Quantitative analysis of signs/indices (total quantity: 555) and categories (total: 415) allowed the “success” concept cognitive structure characterizing. Categorizing the analyzed units helped to define modalities which become basic in the research and specified its conceptual scheme. Quadri classification of signs helped to find out the “success” concept organization style, having peculiarities based on the speed and accuracy of these signs selection, their structuring and integration. The summary of the research is based on the statistically significant conclusions. The level of the students’ style cognitive and personal characteristics structuredness is determinantial for the success mental representations structural organization. The more complete and integral the success cognitive image is, the more mature and integrated the students’ personal resource and experience are; in this case the students are highly motivated for reaching the success. The results of this research elaborate the idea and scientific facts about mental representations and can be informative and useful for cognitive psychology researchers and the persons working with students.


Download data is not yet available.


Metrics Loading ...


Andrianova, E. V., Tarasova, A. N., Pecherkina, I. F. (2018). Motivation and labor values of youth: Development paradoxes. Monitoring Obshchestvennogo Mneniya: Ekonomicheskie i Sotsial’nye Peremeny, 145(3), 324-343.

Androsenko, M. E. (2013). Гендерные особенности социальных представлений об успешности [Gender peculiarities of the success concept social acceptance]. The world of Psychology, 2(74), 240-246.

Beeftink, F., Van Eerde, W., Rutte, C. G., & Bertrand, J. W. M. (2012). Being successful in a creative profession: The role of innovative cognitive style, self-regulation, and self-efficacy. Journal of business and psychology, 27(1), 71-81.

Bracci, S., Caramazza, A., & Peelen, M. V. (2018). View-invariant representation of hand postures in the human lateral occipitotemporal cortex. NeuroImage, 181, 446-452.

Brigley, B. J. (2018). Facilitating student performance conversations: A framework for success. Nurse Education Today.

Cigrovski, V., Radman, I., Konter, E., Očić, M., & Ružić, L. (2018). Sport courage, worry and fear in relation to success of alpine ski learning. Sports, 6(3), 96.

de Haan, A. M., Smit, M., Van der Stigchel, S., Keyner, S. A., & Dijkerman, H. C. (2018). Body representation does not lag behind in updating for the pubertal growth spurt. Journal of experimental child psychology, 175, 48-66.

Fan, W., & Wolters, C. A. (2014). School motivation and high school dropout: The mediating role of educational expectation. British Journal of Educational Psychology, 84(1), 22-39.

Gervais, J., & Cossette, P. (2007). Gestion de la connaissance et cartographie cognitive: Une étude sur la collaboration interorganisationnelle. [Knowledge management and cognitive maps: A study about interorganizational collaboration]. In Annales des télécommunications, 62(7-8), 786-807). Springer-Verlag.

Horvath, P. (2018). The relationship of psychological construals with well-being. New Ideas in Psychology, 51, 15-20.

Kholodnaya, M. A. (2004). Когнитивные стили. О природе индивидуального ума [Cognitive styles. The babes of personal intelligence]. (Vol. 2) St. Petersburg: Piter. ISBN: 5-469-00128-8.

Kibal’chenko, I. A., Eksakusto, T. V, Istratova, O. N. (2017). Интеллектуально-личностный ресурс субъекта развития: теоретические основы [Intellectual and personal resource of the subject of development: theoretical bases]. Taganrog: Southern Federal University Publ. ISBN 978-5-9275-2362-7

Kibal’chenko, I. A., Eksakusto, T. V. (2016). Дескрипторы успешной предпринимательской деятельности [Descriptors of successful entrepreneurial activity]. SFEDU (Ed.) Social and humanitarian researches and technologies, 5(3), 41-46.

Kishtimova, E. S. (2013). Семантика представлений о социальной успешности у молодежи [Semantics of young people success in social life perception]. Psychology in Economics and Management, 2, 128 – 130.

Korshunova, A. R. (2005). Аффективно-когнитивный стиль репрезентаций отношений «Я - Другой» у лиц с суицидальными попытками [Affective and cognitive styles of “Me – Another person” relations representations (exemplified by the people with suicidal tendencies)]. [Author’s thesis dissertation in candidacy for a degree of Candidate of Psychological sciences research doctorate]. Moscow: Medical Psychology (Psychological Sciences).

Kuvich, G., & Perlovsky, L. (2013). Cognitive Mechanisms Of The Mind. New Mathematics and Natural Computation, 9(03), 301-323.

Low, R. S., Overall, N. C., Hammond, M. D., & Girme, Y. U. (2017). Emotional suppression during personal goal pursuit impedes goal strivings and achievement. Emotion, 17(2), 208.

Nanay, B. (2013). Success semantics: the sequel. Philosophical Studies, 165(1), 151-165.

Palmer, C. E., & Tsakiris, M. (2018). Going at the heart of social cognition: is there a role for interoception in self-other distinction?. Current opinion in psychology. 24, 21-26.

Pirolli, P., Mohan, S., Venkatakrishnan, A., Nelson, L., Silva, M., & Springer, A. (2017). Implementation Intention and Reminder Effects on Behavior Change in a Mobile Health System: A Predictive Cognitive Model. Journal of medical Internet research, 19(11).

Prokhorov, A. O. (2016). Mental states representations: phenomenological and experimental characteristics. Experimental psychology, 9(2), 23–37.

Prokhorov, A. O., Alexeeva, E. M. (2017). Имплицитная ассоциативная составляющая ментальных репрезентаций психических состояний [Implicit and associative components of psychological states mental representations]. Siberia Psychological Journal, 63, 36-48.

Shcherbakova, T. N., Tamaskhanova, Kh. Kh., Klad’ko A. I. (2015). Социальные представления, компетентность и успешность адаптации студентов [Students’ social perceptions, competence and adaptation success]. Problems of Psychology. State and Municipal Management. Records of South-Caucasian Academy of Government Services (Ed.), 4, 153-157.

Tarmaeva, V. I. (2010). Ментальные репрезентации [Mental representations]. Buryat State University Bulletin, 11, 93-98.

Thompson, T. (2004). Re‐examining the effects of noncontingent success on self‐handicapping behaviour. British Journal of Educational Psychology, 74(2), 239-260.

Tolochek, V. A. (2013). Проблема стилей в психологии: историко-теоретический анализ [The problem of psychological styles: historic and theoretical analysis]. Moscow: The Institute of Psychology of the Russian Academy of Sciences. http://толочек.рф/material/problema_stiley_v_psihologii/problema_stiley_v_psihologii_2013.pdf

Tsymbalyuk, A. E. (2011). Содержание ментальной репрезентации жизненных ситуаций в юношеском возрасте [The content of the life mental representation in youth]. Yaroslavl’ Pedagogical Bulletin, 4(II), 245-248.

Tugusheva, A. R. (2008). Социальные представления и содержательные компоненты установки на успешность у молодежи [Social concepts and semantic components of the youth success motivation]. Saratov State University (named after N. G. Chernyshevskiy) transactions. Series: Psychology. Pedagogics, 2(3-4), 42-44.

van Rooij, E. C., Jansen, E. P., & van de Grift, W. J. (2018). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 1-19.

Volkova, N. N., Gusev, A. N. (2016). Когнитивные стили: дискуссионные вопросы и проблемы изучения [Cognitive styles: Controversial issues and research problems]. National Psychological Journal, 2, 28-37.

Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A. (2018). Motivational factors in makerspaces: a mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions. International Journal of STEM Education, 5(1), 43.

Welsch, D. M., & Zimmer, D. M. (2018). Do High School Gifted Programs Lead to Later-in-Life Success?. Journal of Labor Research, 39(2), 201-218.

Welsch, David M., Zimmer, David M. (2018). Do High School Gifted Programs Lead to Later-in-Life Success? Journal of labor research, 39(2), 201-218.




How to Cite

Irina A., K., & Tatiana V., E. (2019). MODERN STUDENTS’ MENTAL REPRESENTATIONS OF SUCCESS. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 1–13.