REFLEXIVE STYLE AS A META-COGNITIVE FACTOR OF POLITICAL COMPETENCE FORMATION
Volodymyr Ilnytskyi
National University “Ostroh Academy”
http://orcid.org/0000-0003-3590-1004
Ruslana Kalamazh
National University Ostroh Academy
https://orcid.org/0000-0002-2051-0732
PDF 94-103 (Українська)

Keywords

reflection
meta-cognition
style
political competence
political self-determination

How to Cite

Ilnytskyi, V., & Kalamazh, R. (2020). REFLEXIVE STYLE AS A META-COGNITIVE FACTOR OF POLITICAL COMPETENCE FORMATION. PSYCHOLOGICAL JOURNAL, 6(2), 94-103. https://doi.org/10.31108/1.2020.6.2.9

Abstract

In the modern socialization conditions, meta-cognitive competence is an important factor in the perception and processing of information and informed decision making by a person. In the realm of political behavior, meta-cognitive competence has the potential to influence a person's beliefs and actions and prevents him/her to become a hostage of various political technologies. At the system of meta-cognition, reflection plays a key role as a significant facilitator of meta-cognitive processes. A significant role plays also a person’s ability to properly evaluate and use own resources, strengths, and weaknesses of his/her personality, his/her ability to influence socio-political processes and participate in socially important decisions.

The main article goal is to theoretically justify the role of reflection as a meta-cognitive factor in the formation of students’ political competence, and also to empirically investigate the stylistic features of problem-conflict situation solving by students as a component of their reflective competence.

The analyzed study results showed that the dominant indicator in the sample of 93 persons was the constructive-destructive reflexive style. A significant number of students used the evasive style. Its manifestations are a low initiative, tendency to avoid responsibility for one’s own decisions, the poor capability to act effectively in situations when a quick decision is needed, in situations of self-determination, an impulsive nature of their decision making and tendency to postpone problem resolving. One-third of the students showed low control over emotions, feelings, thoughts and a highly critical attitude to personal capabilities. Ignored failures or over-focusing on them do not allow people to intensify efforts to achieve goals and be successful. Students prefer external efforts for problem solving, rather than an internal activity that aims to understand their personal place in a problem or conflict situation. These features can affect political self-determination and the political competence of students. Checking of this interconnection will be a prospect for further research.

 

PDF 94-103 (Українська)

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