The analysis of the psychological grounds for learners’ innovative activity would provide avenues for development of innovation capabilities in the younger generation. In the article, reflection is considered a mechanism that impacts the efficacy of action. In this regard, the purpose of the study was to analyze how reflective practice is manifested in learners who are engaged in the university innovative activity but demonstrate its varying degrees. As a working hypothesis, it was assumed that students with varying degrees of innovative activity differ in the level of general reflection of their own activity and its individual components: information-based activity, motivation, benchmarking, decision-making, and performance. The study showed that students experience the greatest difficulties when analyzing the conditions for organizing activities, assessing their own resources and possible risks. Also, significant differences were found in the degree of intensity of such a component as the information-based activity among students with varying degrees of innovative engagement.
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