The work presents an analysis of scientific and theoretical concepts and
approaches to the implementation of the problem of setting up cadets of the
military high school, and it is described as yoga officials. The scientific novelty is
assigned to the theoretical significance of scientific practice, which is similar to
those who:
for the first time:
– the concepts of situational, personal and personal-situational (interactive)
factors of the attitude of cadets of military higher educational institutions to
educational and professional activities were identified, theoretically substantiated
and empirically verified;
– the components of the structural organization of situational, personal and
interactive factors of the cadets' attitude to education were identified, as well as the
specifics of the manifestation of these components in successful and unsuccessful
cadets;
- established psychological conditions under which synergy is achieved in
the ratio of the internal resources of the cadet's psyche and the requirements of the
educational space of the military higher education institution (perception by the
cadets of the requirements of the educational space as clear, adequate, giving
choice;
support of teachers; involvement in learning in the form of devotion to it; to
physical and psychological self-activation, dominance of the "alert" style when
making decisions in educational situations with elements of uncertainty and risk;
- stylistic features of the attitude to education of military college cadets;
clarified:
– a complex of psychodiagnostic methods of the parameters and structure of
the relationship of cadets of a military higher educational institution to educational
and professional activities, taking into account the level of success;
- understanding of the mediating role of dispositional optimism in the
manifestation of situational, personal and interactive factors in relation to cadets in
educational and professional activities;
– situational, personal and interactive psychological predictors of cadets'
attitude to educational activities;
an expanded view of:
- the psychological essence of the construct "educational space of a military
higher educational institution" and the specifics of orientation of successful and
unsuccessful cadets in this space;
– criteria of constructive attitude towards educational and professional
activity in youth;
received further development:
– ways to optimize the attitude of military higher education cadets to
educational and professional activities;
- methods and technologies of psychological support of the process of
optimizing the attitude of cadets to educational and professional activities by
means of social and psychological training.
The practical significance of the work is: in the comprehensive study of the
system of situational, personal and interactive predictors, which are manifested in
the attitude of cadets to study; in revealing the mechanisms of self-regulation of
educational and professional activity in youth; in identifying the conditions for the manifestation of predictors of attitude to study in cadets in general, and in cadets
with different levels of academic success in particular; in the development of a
psychodiagnostic complex aimed at studying the structural organization of the
factors of attitude to education in cadets; in the construction of regression
equations, with the help of which it is possible to predict the success of cadets in
educational activities based on the study of factors of attitude to learning. The
developed program of psychological and pedagogical support can be used to
optimize the attitude of cadets to educational and professional activities. The main
provisions of the work and the results obtained in the dissertation research can be
used in the course of professional training and improvement of the professional
level of practical psychologists when teaching educational courses "Pedagogical
psychology", "Psychodiagnostics", "General psychology", "Military psychology",
"Personality psychology", "Psychological counseling".
The constructive attitude of cadets to educational and professional activities
is determined by their ability to perceive and use the opportunities provided by a
military higher educational institution. At the same time, a certain tolerance of
cadets to some objective shortcomings of the organization of the educational
process, as well as the ability to be critical of their own personal characteristics and
shortcomings, which can prevent success in educational work, are important.
Various forms of alienation from learning, as well as the inability to focus on the
future consequences of educational activities, can become a serious obstacle to the
formation of a constructive attitude to learning.
