Introduction. Metacognition is a complex social cognitive model and scholars tend to agree that it is important to study the various aspects of the phenomenon, including self-regulation processes. Capacity to acquire new abilities or skills, or modifying behaviour by accepting the riskiness associated with duties is significant for military students. In forging their self-regulation, individuals contribute to social competence and social navigation that are important for military professions. Specifically, military leaders must deal with the added complexity of strategy and have a low degree of autonomy. The aim of the current study is to analyse relations between metacognitive indicators and self-regulation among military students. Materials and methods. 180 male students between the ages of 19 and 24 were recruited from a military institution (Russia). The research design included two steps. Firstly, the impact of metacognitive strategies on self-regulation among military students was studied by using multiple regression analysis. Secondly, the study involved two comparable groups of participants with high and middle levels of self-regulation (Type of Self-Regulatory Behaviours Test). In order to measure metacognitive strategies among military students, a number of diagnostic methods were applied: Individual Reflexivity Measure, Metacognitive Awareness Inventory, Self-report of Metacognitive Knowledge and Activity. Correlations between metacognitive parameters were calculated within each group of participants. Results. The study found multiple correlations between metacognitive strategies and self-regulation. Four primary metacognitive strategies were identified which contribute to self-regulation behaviour among military students. Specifically, the only parameter of metacognitive awareness of activity correlated positively with self-regulation variations (0,46), while the reflexivity component had the most negative contribution (-0,61). Scores for structure organization increased with the level of self-regulation among military students (p<0,05). Discussion and conclusion. One of the most important competencies for military education is self-regulation, which promotes externally oriented behaviour in military students. Acquiring new abilities or skills, or modifying habits by accepting the social complexity becomes progressively more significant for man in military professions. The current study sought to obtain a deeper understanding of the impact of metacognitive strategies on self-regulation in order to integrate metacognition components into an educational environment. The relationship between metacognitive strategies and the self-regulation scale among military students has an organized structure, which generally indicates the integration of this process during their study at military institutions.
Предикторы субъективного благополучия курсантов в образовательном процессе высшего командного училищаПроблема и цель. В статье анализируется проблема субъективного благополучия курсантов, острота которой обусловлена современными противоречивыми процессами, протекающие в глобализирующемся мире, с особой остротой ставят вопросы развития профессиональных качеств в подготовке военных кадров. Образование военнослужащих высоко ценилось во все времена, опиралось на лучшие образцы, закрепленные в практике, выявляло новые пути повышения эффективности педагогических процессов, основанные на ролевом взаимодействии курсантов и преподавателей. Цель статьи раскрытие закономерностей ролевой детерминации субъективного благополучия курсантов в образовательном процессе военного вуза.Методология. Ролевая детерминация субъективного благополучия курсантов высшего командного училища рассматривается как регуляторный механизм, обеспечивающий определенное ролевое поведение и активность в рамках усвоенной роли в военном образовательном учреждении, при этом определяется, что специфика процесса обучения в военных вузах построена таким образом, что сформированные роли будут способствовать успешному освоению образовательной программы военного вуза. Для эмпирического доказательства модели спланировано исследование, предполагающее рассмотрение ролей как предикторов субъективного благополучия курсантов высшего командного училища посредством множественного пошагового регрессионного анализа Результаты. Получена регрессионная модель, объясняющая более 60 % значимой тесной связи девяти ролевых предикторов с переменной откликом -субъективное благополучие (R = 0,79). Приводятся данные о статистически значимом влиянии ролевых факторов на переживание субъективного благополучия курсантами (p ≤ 0,001). Доказывается, что ролевыми предикторами, определяющими высокое ощущение субъективного благополучия и отражающие противоречивое единство, являются роли подчинение нормативам и уставу воинского сообщества с одной стороны (0,35), а с другой стороны реализующие ожидания, относящиеся к роли защитника отечества, победителя, героя (0,3), а также способность к руководству (0,13). Ролевыми предикторами, снижающими субъективное благополучие выступают семейные роли (от -0,12 до -0,39) и деструктивная роль (-0,21).Заключение. Таким образом, настоящая работа раскрывает влияние формирования ролей у военнослужащих связанных с защитой отечества что демонстрирует специфику образовательного процесса военного вуза направленного на формирование профессиональных качеств будущего офицера с учетом природной гендерной идентификации, обеспечивающей приобретение индивидом соответствующих ценностей, норм гендерного поведения, убеждений, умений и навыков, развитие маскулинной модели поведения.
Problem and purpose. The relevance of the study is due to the specifics of military education, which is characterized by increased requirements for the training of future officers. A special place among these requirements is occupied by professional thinking, the formation of which presupposes both intellectual and certain personal characteristics. The purpose is to determine the prognostic capabilities of personal characteristics for the differentiation of types of professional thinking of cadets of a military educational institution of the National Guard of the Russian Federation. Research methodology and methods. According to the diagnostic results, all cadets (N = 150) were divided into three groups according to the prevalence of a certain level of professional thinking in them; 1) oversituational type of thinking, 2) situational type of thinking, and 3) mixed type of thinking. This variable acted as a response in discriminative analysis, and personality traits of cadets, measured by the 16 PF method, and a number of other questionnaires were chosen as predictors. Research results. The results of direct discriminative analysis indicate a high statistical significance of the empirical model (p = 0.000), having good discrimination (λ = 0.04), consisting of two discriminative functions and 16 predictors. All respondents were absolutely correctly assigned to their «own» groups (100%). At the same time, the highest probability of getting into «their» group is for servicemen with a oversituational type level of professional thinking (82%). Discussion of results and conclusion. The predictive influence of personal qualities on the dominance of cadets of a certain type of professional thinking does not have a separate effect of each quality, but has the character of structural interaction. This research contributes to the psychology of work, contributing to the expansion of scientific knowledge about the professional activities of the military.
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