PSYCHOLOGICAL INVOLVEMENT AS A BASIS FOR STIMULATING THE ACTIVITY OF STUDENTS OF DEPARTMENTAL UNIVERSITIES

Background. Due to the new requirements set forth towards professional preparation of cadets of the educational institutions of the Ministry of Internal Affairs, connected with but not limited to introduction of digital technology into the educational process, conditions of tuition has undergone significant change. Psychological engagement becomes the key-factor defining the success of tuition, adaptation to learning process and further professional activity in the ranks. Therefore, study of the phenomenon of educational process engagement becomes particularly relevant due to its direct correlation with motivation for studies, professional identity shaping and training of resistance to stress caused by the conditions of enforced discipline and enhanced responsibility in the institutions of the Ministry. Purpose. The objective of the study is to detect key factors defining the psychological engagement of cadets in the educational institutions of the ministry as well as to analyze their influence on the academical success and professional self-conscience to develop a set of pedagogical methods of upbringing aimed at increasing the efficiency of educational process. Materials and methods. The study included an elaborated psychological survey based on query of 175 cadets of the Nizhny Novgorod Academy of Internal Affairs, segmented into three age groups (18-19, 20-21, 22-23 years). The methods of qualitative and quantitative research including the statistical analysis of the collected data, observation and interview with reviewers were used. The attention was paid to personal traits of cadets, their professional motivation, quality of educational environment and interpersonal interaction in study groups. All these variables were studied in the context of their influence on the engagement into the learning process. Results. The results acquired provide evidence that psychological engagement of cadets varies depending on age and personal characteristics. The factor of self-motivation is mostly expressed at the earlier stages of education (18-19 years) which is related with the novelty of professional activity and interest to the learning process. The importance of personal factors decreases with age whereas the role of social factors and educational conditions such as tutor support and integration into the study group gains significance. Most engaged and committed cadets demonstrate high level of academic performance, confidence in the career choice and positive attitude to service in the ranks. High engagement, however, could increase the risk of emotional burn-out, which requires an introduction of special psychological support programs on various stages of tuition. EDN: JQJVNX