САМОРЕГУЛЯЦІЯ НАВЧАЛЬНО-ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ КУРСАНТІВ: ТИПОЛОГІЯ ТА ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОЯВУ

Abstract

The purpose is to determine the typological features of academic self-regulation of cadets and their role in the manifestation of the student’s psychological capital, psycho-emotional states, subjective perception of stressors of educational activity. Methods. Theoretical (analysis, synthesis, comparison, abstraction, generalization, systematization of scientific literature on studying the peculiarities of self-regulation of students and cadets); empirical: the method “Psychological capital of the student” (Luthans, Youssef & Avoli, 2007), the method of express evaluation of positive and negative emotionality “Scale of positive affect and negative affect” (SPANA) (is a modification of the English-language method PANAS (Positive and Negative Affect Schedule) D. Watson, L. Clark and A. Telegen, Ukrainian language version L. Zhdanyuk), the technique “Pressings the student’s educational activity” by M. Kuznetsov. Results. Five typological profiles of academic self-regulation of cadets were obtained – “Autonomous”, “Dependent”, “Moderately dependent”, “Introjected” and “Motivated”. There are statistically significant differences in the indicators of psychological capital among cadets with different typological profiles – “Autonomous profile” cadets have the highest psychological capital, “Motivated” – the lowest. Positive affect in classes is characteristic of cadets with the “Dependent profile” to a greater extent, and the least – with “Motivated”. There were no statistically significant differences in the indicators of learning pressures among cadets with different profiles of academic self-regulation. Conclusions. Academic self-regulation is shown as an important condition for the success of the cadets’ educational and professional activities and their psychological well-being during mastering the future profession, which affects the enrichment of psychological capital and the experience of favorable psychoemotional states in classes that coincide with the purpose of educational activities. The dominance of internal self-regulation and identified regulation has a positive effect on the psychological capital of cadets, on the other hand, low motivation for learning predicts a decrease in affect and psychological capital. Unlike students, cadets’ dominance in the regulatory profile of external regulation has a positive effect on psycho-emotional states at work, which is due to the higher role of external reinforcement in the process of self-organization in their educational and professional activities.