ПСИХОЛОГИЧЕСКИЕ КОРРЕЛЯТЫ ПРОДУКТИВНЫХ И НЕПРОДУКТИВНЫХ ПАТТЕРНОВ МЕТАКОГНИТИВНОЙ РЕГУЛЯЦИИ У СТУДЕНТОВ

Abstract

This article describes the results of an empirical study focused on patterns of metacognitive regulation which are regularly recurring stable mental programs aimed at achieving high levels of intellectual performance manifesting themselves as particular behavior patterns which can be observed. We hypothesized that: 1) manifestation of productive patterns of metacognitive regulation is associated with approach achievement motivation, high self-efficasy and positive emotional profile; 2) manifestation of unproductive patterns of metacognitive regulation is associated with avoidance achievement motivation, low self-efficasy and negative emotional profile. Students and PhD students of different Russian colleges and universities (n=156, mean age = 20, 32 males) participated in our study. To test our hypotheses we asked the participants to fill out the following questionnaires: 1) «Features of intellectual performance» questionnaire (by D.N. Makarova, M.V. Osorina); 2) «Approach and avoidance achievement motivation» questionnaire (by A.A. Rean); 3) «Generalized Self-Efficacy Scale» (GSES) questionnaire (by R. Schwarzer, M. Jerusalem, adapted by V.G. Romek); 4) «Emotinal profile of intellectual performance» questionnaire (by A.A. Zhukova, M.V. Osorina). We used SPSS software to conduct factor analysis (maximum likelihood method with varimax rotation) and nonparametric test (Kruskal-Wallis test). We obtained the following results: 1) 8 factors incorporating alike patterns were extracted; 2) significant differences between distributions of factor scores of participants with different levels of self-efficasy were revealed (for 3 factors); 3) significant differences between distributions of factor scores of participants with different types of motivation were found (for 2 factors). Therefore we can conclude that our hypotheses were partly refuted. The acquired data speaks in favor of one way connections: 1) between manifestation of productive patterns of metacognitive regulation and high self-efficasy and positive emotional profile; 2) between manifestation of unproductive patterns of metacognitive regulation and low self-efficasy and negative emotional profile. However, the results we obtained on relationship between patterns of metacognitive regulation and type of achievement motivation (approach versus avoidance) cannot be interpreted clearly. It is possible that the association between these two phenomena is non-linear or non-existent. In both cases further research is needed. Practical value of this study is that the results can be used for diagnostics of intellectual productivity of young adults, consulting and creating training programs on this subject. However, as the homogeneity of the sample is the main limitation of this study, further research on a bigger and more heterogeneous sample will shed more light on the associations in question and possibly help to create an improved version of our questionnaire aimed at revealing the patterns of metacognitive regulation.