Role of metacognitive strategies in professional activities among military students
Authors:   P.G. Demidov Yaroslavl State University, Karpov Anatolij V. , Perevozkina Yuliya M. ,   Novosibirsk State Pedagogical University, Fedorishin Mikhail I. ,   Novosibirsk Military Order of Zhukov Institute named after General I.K. Yakovlev of the National Guard of the Russian Federation, Zinoveva Liudmila V. ,   Novosibirsk State Pedagogical University
Published: November 2021

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.