Pedagogical conditions and mechanisms for the formation of communicative self-efficacy of cadets based on a synergetic approach, taking into account individual psychological characteristics and group dynamics

Abstract

The article aims to identify the pedagogical conditions and mechanisms for developing communicative self-efficacy among military academy cadets within the logic of the synergetic paradigm, taking into account individual psychological characteristics and group dynamics. The purpose of the study is to theoretically substantiate and experimentally test a model ensuring advanced development of the cognitive, emotional-volitional, and behavioral components of self-efficacy. Materials and methods included a systematic literature analysis, a quasi-experiment conducted at a military command school (2021-2023; N=186; EG=92, CG=94), validated psychodiagnostic tools (the R. Schwarzer – M. Jerusalem Communicative Self-Efficacy Scale, R. Cattell’s 16 Personality Factor Questionnaire, J. Rotter’s Locus of Control Test), J. Moreno’s sociometry to assess cohesion and status structure, as well as statistical processing (Student’s t-test, correlation and factor analysis; SPSS 26). The pedagogical intervention was based on the creation of quasi-professional problem–conflict situations (trainings, business games, project work), controlled fluctuations in communication, and a developed system of individual and group reflection (video analysis) with the facilitating role of the instructor. At the initial stage, the groups were comparable; upon completion of the experiment, the experimental group demonstrated a highly significant increase in the integral index of self-efficacy (from 4.64 to 7.76 points) and in its components: cognitive (7.92 vs. 5.21), emotional-volitional (7.54 vs. 4.65), and behavioral (7.81 vs. 4.93) at p меньше 0.001. The group cohesion index increased from 0.41 to 0.79, the share of isolated participants decreased from 14,13% to 3,26%, while the proportion of stars increased. Correlation analysis revealed positive relationships between self-efficacy and emotional stability, social courage, and self-control, and negative ones with anxiety and conformity; factor verification confirmed the three-component structure of the construct. The discussion interprets the effect through self-organization mechanisms (bifurcation points, enhancement of mutual learning, democratization of status structure) and emphasizes the importance of adaptive pathways considering personality profiles and group state. Practical significance is reflected in the algorithm for designing modular courses and regulations for reflective feedback; limitations are related to the closed nature of the educational institution and the absence of a follow-up stage, setting the agenda for longitudinal and multicenter studies, as well as the integration of digital monitoring and personalization tools.