FEATURES OF FUTURE TEACHERS' SELF-REGULATION IN CONDITIONS OF UNCERTAINTY

Abstract

The article presents the results of a comprehensive empirical study of the structural-functional organization of self-regulation in future teachers under conditions of uncertainty. A five-level model of self-regulation is proposed (value-semantic, metacognitive, cognitive, emotional-communicative, and adaptive-behavioral levels), and its empirical verification was conducted on a sample of student teachers (N = 99). Systemic correlational relationships were identified between the levels of self-regulation (action control) and indicators of the proposed structural-functional dimensions, indicating the systemic nature of self-regulation as an integrative construct that accumulates value-motivational, metacognitive, cognitive, emotional-communicative, and behavioral components of the personality.
The findings support the need to develop a formative program as a holistic system for enhancing self-regulation in future educators, aimed at overcoming uncertainty through the integration of value-semantic, emotional, cognitive, metacognitive, and adaptive-resource levels. The results highlight the importance of targeted psychocorrectional interventions focused on reducing meta-worry, enhancing confidence in one's cognitive processes (especially metamemory), and restructuring beliefs about anxiety.
The study yielded relevant evidence of the multi-level organization of self-regulation functioning as a holistic system that integrates action control with value-semantic, metacognitive, cognitive, emotional, and behavioral components. The most significant moderate correlations between action orientation and state orientation at the general level of self-regulation underscore the importance of motivational processes, particularly intrinsic motivation (0.588**) as a key predictor linked to initiative and autonomy. Rational-analytical style, reflecting both a striving for logical solutions and openness to novelty and uncertainty, showed a positive relationship with action control (0.448**), as did the intuitive style (0.397*), suggesting that analysis and intuition jointly facilitate adaptive responses to change. Emotional intelligence and emotion regulation also emerged as significant predictors of action orientation (0.264*, 0.239*).
Conversely, maladaptive coping strategies (escape/avoidance (−0.592*), distancing (−0.394*)), external negative motivation (−0.477*), and maladaptive metacognitions (e.g., lack of cognitive confidence (−0.406*)) negatively predicted action control. Elevated personal anxiety (−0.353*) and meta-worry (β =.509, p <.001) further diminished self-regulation capacity. Meta-worry, negative metacognitive beliefs (β =.361, p <.001), and low cognitive confidence (β =.250, p =.007) were the strongest predictors of situational anxiety, emphasizing the central role of metacognitive dysfunction in reducing regulatory effectiveness in future teachers.