Formation of communicative self-efficacy of cadets in the context of the implementation of a synergetic approach to the educational process of a military university

Abstract

The article is devoted to the theoretical substantiation and experimental verification of the effectiveness of a synergetic approach to the educational process of a military university for the purposeful formation of cadets' communicative self–efficacy; the purpose of the study is to overcome the limitations of the traditional lecture-seminar model and ensure the advanced development of cognitive, motivational value and operational components of communicative competence. The quasi-experimental design, implemented on the basis of the higher military Command school in 2021-2023, involved 124 cadets (second-third years), stratified randomized into control (n=62) and experimental (n=62) groups with initial homogeneity of indicators; the traditional model was used in the control, a complex of synergetic technologies was used in the experiment (interdisciplinary project sessions, problem-based case studies, debates, peer-to-peer learning) during the transformation of the teacher's role from a translator of knowledge to a facilitator. Diagnostic tools included tests, questionnaires, and expert observations on a three-component model of communicative self-efficacy; statistical processing was performed in SPSS 26 using descriptive statistics, Student's t-test for independent samples, and Pearson correlation analysis (significance level p меньше 0.05). There were no differences between the groups at the entrance.; at the end of two years, the experimental group demonstrated significant advantages: cognitive component – 78.56 versus 64.17, motivationally valuable – 82,14 versus 65,33, operationally active – 87,49 versus 59,95 (all p меньше 0.01), with a multiple higher dynamics of growth in components – 32,90% versus 9,84%, 35,17% versus 6,96% and 62,44% versus 10,55%, respectively. Strong positive associations of the integral indicator of communicative self-efficacy with academic performance (r=0.592; p меньше 0.01) and expert assessment of leadership potential (r=0.713; p меньше 0.01) have been established.; p меньше 0.01), which indicates the system-forming role of this construct in the professional development of the cadet. The conclusions confirm that the synergetic model provides a statistically and practically significant effect, can be scaled to other military universities, and further research should be directed to assessing the impact of the approach on other meta-competencies and the readiness of teachers to work in the new paradigm.