THEORETICAL AND PSYCHOLOGICAL MODEL OF THE DEVELOPMENT OF SELF-REGULATION IN PRE-SERVICE TEACHERS UNDER CONDITIONS OF UNCERTAINTY

Abstract

The article presents a theoretical and psychological substantiation of a model for the formation of self-regulation in pre-service teachers under conditions of uncertainty. The relevance of the study is determined by the increasing uncertainty of the educational environment caused by social transformations, digitalization, and wartime realities, which significantly intensify psychological demands on future teachers’ adaptability, emotional resilience, and capacity for self-directed functioning. Under such conditions, self-regulation becomes a key psychological prerequisite for effective professional development and successful pedagogical activity. The purpose of the article is to substantiate a theoretical and psychological model of self-regulation formation in pre-service teachers under conditions of uncertainty, to determine its structural levels, psychological mechanisms, as well as criteria and indicators of its development. The theoretical and methodological framework of the study integrates subject-centred, personal-activity, cognitive, and metacognitive approaches, together with J. Kuhl’s theory of volitional self-regulation. Action control is conceptualized as the central psychological mechanism of self-regulation, ensuring coherence between intentions and behavioural implementation under conditions of ambiguity, instability, and stress.т The proposed model includes five interrelated levels: value-semantic, metacognitive, cognitive, emotional-communicative, and adaptive-behavioural. The value-semantic level reflects motivation, tolerance for uncertainty, and readiness for change. The metacognitive level encompasses metacognitive beliefs, monitoring, and regulation of cognitive processes. The cognitive level concerns rational-intuitive thinking styles and prognostic anxiety in decision-making under uncertainty. The emotional-communicative level includes emotional intelligence, emotional awareness, empathy, and anxiety regulation. The adaptive-behavioural level is represented through coping strategies and resilience resources, including the BASIC Ph model of coping. The scientific novelty of the research lies in the development of an integrative theoretical and psychological model that combines motivational, cognitive, metacognitive, emotional, and behavioural determinants of self-regulation into a unified structural-functional system. In contrast to fragmented approaches, the proposed model conceptualizes self-regulation as a multidimensional dynamic process mediated by action control and oriented toward successful functioning under uncertainty. The practical significance of the model lies in its applicability for empirical assessment of self-regulation development and for designing psychological and pedagogical interventions aimed at strengthening self-regulatory competence in pre-service teachers. The proposed indicators may serve as a methodological basis for diagnostic and developmental programs in higher pedagogical education.