Goal-Setting as a Metacognitive Ability of Personality

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Goal-Setting as a Metacognitive Ability of

Personality

Galina I. Korchagina *, Elena P. Ivutina , Veronika A. Derisheva , Evgenia M.

Bogodukhova , Oksana V. Lavrik , Daria A. Dubrovina

Department of Psychology, Vyatka State University, Kirov, Russia

Vyatka State University, Kirov, Russia

Department of Psychology, Moscow University of the Humanities and Economics, Russia

Department of Psychology, South Ural state medical University, Russia

Received: 13/09/2019

Accepted: 22/11/2019

Published: 20/12/2019

Abstract

The relevance of the problem is due to the search for a holistic systemic education that underlies the personality’s ability to set

goals. The purpose of the article is to describe metacognitive ability of a person, combining integrative qualities and "secondary"

psychological processes of a person. The leading approach and methodological basis for the study is the concept of a psychological

system of activity with an invariant structure, and metacognitism as a branch of modern theoretical psychology. The empirical part of

the study describes the development of metacognitive ability of a person to set goals using a diagnostic transformational game. The

materials of the article can be applied for systems assessing the metacognitive ability of a person to set goals and for the formation of

correctional programs or metacognitive trainings.

Keywords: Goal-Setting, Metacognitive Ability, Secondary Psychological Processes, Diagnostic Transformational Game, Goal-

Setting Strategies.

relation (8). It determines the relevance of studying goal-

setting as a metacognitive personality trait.

Goal-setting as an ability or personality traits has been

studies in various psychological directions.

Introduction

The study of goal-setting as a metacognitive ability of an

individual has a number of methodological prerequisites.

First, it is the concept of the psychological system of a

person’s professional activity in terms of determining the

content of the component structure of the metacognitive ability

to set goals (21, 26). Secondly, it is the development of

metacognitivism which explores integrative processes and

personality traits: creativity, intelligence, reflexivity and

others (9). The central construct of metacognitivism is

metacognitive processes. They are aimed at their own content

of the psyche, therefore, they are "secondary" processes. The

range of metacognitive formations is constantly expanding.

Metacognitive qualities are investigated together with

metacognitive processes (2, 5, 7, 13, 19).



Methodological principles of building goal-oriented

systems, based on the meta-ability of person’s goal-setting

have been defined (1).



A number of leading psychological concepts have

identified components of goal-setting in the invariant structure

of activity (3, 21).



Secondary psychological processes of self-regulation

and reflection of the personality in goal-setting have been

described (10, 14, 18).



Rules of formation of secondary mental processes and

metacognitive abilities of a person have been stated (9).

Goal-setting is a metacognitive ability of a person, formed

by the interaction of person’s metacognitive qualities (will,

independence, reliability and others) and secondary mental

processes (motivation, reflection, self-regulation). Its function

is to maintain the context of the goal in consciousness - its

Abilities (personality traits) and metacognitive processes

are in fact closely interconnected and naturally interact with

each other, forming metacognitive abilities. There are no

experimental studies of metacognitive processes and abilities

Corresponding author: Galina I. Korchagina, Department

of Psychology, Vyatka State University, Kirov, Russia. E-

mail: korchagina_g@mail.ru.

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2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

content, situational determination (correlation with internal

and external conditions), regulation of the internal balance of

achievement and self-determination criteria in relation to one’s

own life. That is, goal-setting is a secondary process in relation

to achievement. Secondary processes are complex and aimed

to organize, coordinate, regulate the content and functional

dynamics of person’s internal mental processes. Goal-setting

is a high-order psychological process. Goal-setting is difficult

to operationalize due to complex organization of meta-ability.

It is especially difficult to fix the transition point of the

operational metacognitive ability of goal-setting to the

operational meta-ability of activity - goal achievement.

development of emotional-volitional regulation, which is a

base for overcoming difficulties and obstacles in achieving the

goal through the coordinated work of volitional and emotional

regulatory processes. The questionnaire consists of 78

statements which are part of 9 scales: responsibility, initiative,

determination, independence, endurance, will, energy,

attentiveness, determination;

− questionnaire “Differential type of reflection” by D.A.

Leontiev for diagnosing the type of reflection as a stable

personality trait. The questionnaire consists of 30 statements,

rated on a 4-point Likert scale. Statements are grouped into

three scales that do not have common points: introspection

associated with focusing on one’s own state, one’s own

experiences; systemic reflection associated with self-distance

and looking at oneself from the side which allows to

simultaneously cover the subject and the object; quasi-

reflection related to the separation from the actual situation of

being in the world and aimed at an object that is not related to

the actual life situation (16, 24, 25);

Goal achievement is associated with the organization and

implementation of an activity program (selection of means,

indicators, evaluation criteria). It is decision enactment, a

characteristic of the subject of activity, focused on parameters

“

goal-result”, “goal-achievement” and formation of intentions

to fulfill the program.

The study of goal-setting as meta-ability is more complex

and more relevant for psychological science.

The study aims:

− test “Motivational Profile” by S. Richie consists of 12

scales: reward; working conditions; structuring work; social

contacts; relationship; confession; achievement; influence and

power; diversity; creativity; development; demand. The test

makes it possible to quantify the relative importance of these

needs for a particular person and graphically present his

motivational profile in goal-setting (20, 27);



to define the invariant structure of the metacognitive

ability to set goals, which is, according to V.D. Shadrikov,

isomorphic to the components of the structure of the activity

system (21);



to describe interaction of indicators of the structural

components of the goal-setting ability as secondary processes

and personality traits;

−

multidimensional

professional

psychological

personality test (MPPLT) by A.V. Sidorenkov aims to research

and evaluate professional-personal qualities. This technique

allows diagnosing first-order parameters: motivation of

approval, motivation to achieve a goal / success, responsibility



to give an empirical characteristic of the metacognitive

ability of goal-setting;



to identify empirical types of strategies for manifesting

the goal-setting ability.

irresponsibility, practicality

towards the future - situation, orientation towards formal -

informal communication, self-confidence uncertainty,

- dreaminess, orientation

Materials and Methods

The purpose of the empirical research is to study the

prosocial - asocial normativity, social and psychological

stability - instability, emotional stability - instability, social

thinking, objective thinking (22, 28).

metacognitive ability of goal-setting of unemployed citizens

and undergraduate students of technical faculties who are

making a vital choice - setting life and professional goals.

−

diagnostic transformational psychological games

“Master of the Goal” and “Goal” (17) are aimed to identify

100 people - 50 students and 50 unemployed (22-56 years

conditions for the implementation of the metacognitive ability

to set goals. The objectives of the games are: to form a personal

goal, taking into account the potential capabilities of the

participant and his willingness to realize these opportunities in

a game format; to determine the hierarchy of components of

the goal-setting structure. The game “Master of the Goal” has

five levels: blocking (bodily, behavioral, emotional, mental,

old) took part in the experiment. The average age of the

respondents was 20 years old among students and 35 years old

among unemployed.

The methodological apparatus for studying the goal-

setting structure includes the following psychodiagnostic

techniques :

−

questionnaire “Style of behavior self-regulation with a

evaluative); strong-willed

motivational

“needs”,

reliability scale” by V.I. Morosanova for diagnosing the

degree of development of conscious self-regulation and its

individual profiles. The questionnaire consists of 52

statements, which are part of 8 scales of planning, modeling,

programming, evaluation of results with regulatory and

personal properties of flexibility, independence, reliability. At

the same time, the questionnaire contains a generalized

indicator characterizing the process of self-regulation in

general - the general level of self-regulation (18).

“

unexpectedness”, program “way”, reflective “assembly”.

Effectiveness, efficiency, satisfaction with the result as a ratio

of the criteria for the parameters of the goal were also fixed.

An empirical study was in group form (17). The

transformational game “Goal” means a detailed formulation

and verification of the subject’s goals for vitality and

reachability.

The mechanics of transformational games is a combination

of random and “regular” methods of modeling the flow of

events, which makes them an ideal random generator. As a

process, it is a dynamic projection of participants in the

interaction of external, gaming "uncertainty" and internal

uncertainty of the participants within the framework of their

−

questionnaire “Diagnosis of person’s volitional

qualities” by M.V. Chumakov (4) for diagnosing

manifestation of emotional and volitional qualities of a person.

The aim of the methodology is to evaluate the degree of

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2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

real, significant goals of everyday life. Their achievement (as

a process and as a result) in the game is metaphorical, but the

process activates familiar models, including assessments and

unconscious reactions. It allows the participant to discover



development of individual important qualities in

achieving the goal, which will be used in the future;

systemic manifestation of important individual



qualities of achieving a goal.

problem areas and find solutions. As a technique,

These significant qualities include the ability to set goals,

which has the following characteristics:

transformational game is a system of organizing the game

process and accompanying participants to achieve

methodological goals. It has following functions:

motivational, diagnostic, research, educational, developing,

transformative, integrative;



it is a basic ability as goal-setting is a component

of any activity, and, therefore, any activity cannot be

successful without a developed ability to set goals;



it provides effective solution when there is

−

test “Catching the Ruler” by S.A. Dumanin (6) is aimed

multiple choice;

to diagnose sensorimotor readiness, the ability to quickly

respond to various signals, to rebuild forms of motor actions in

accordance with changing external conditions.

A statistical analysis of the results of an empirical

study was carried out in the SPSS 15 software environment



provides the generation and selection of goals,

regardless of their scale, focus, nature;



it characterizes a person as a subject of activity and

it is one of the components of indicators of subjectivity as an

integral ability to build life in accordance with their own goals

and values;

(

TrialVersion) using the following methods:



Pearson correlation analysis;

exploratory factor analysis by the method of



it determines the effectiveness of building an

individual way of life.

principal components using Varimax rotation;

confirmatory factor analysis.

During activity, abilities lead to a qualitative change of the

subsequent one, that is, they regulate the activity and change

its substantial characteristic.



Let us consider the results of the study.

Goal-setting as an ability fulfills the role of an organizing

link when the components of the activity functionally serve the

main purpose of the whole system. Thus, goal-setting is a

complexly organized system that requires analysis of the

interaction of all components.

The interaction of indicators of structural components of

the goal-setting ability as secondary processes and personality

traits is described on the basis of a correlation analysis of

empirical data of diagnostic results of unemployed. According

to the connections between the components, the structure of

the goal-setting ability has six levels. The metacognitive

ability of goal-setting is isomorphic to the components of the

activity system and is represented by following levels: goal,

emotional-reflexive, operational-informational, program-

transformational, motivational-reflexive and regulatory-

volitional.

In order to statistically confirm the assumption of a

complex interaction of system components (processes and

qualities), the authors used the factor analysis method which

allowed to single out the content of each level of system

development. Table 1 presents results of factor analysis of

unemployed citizens for whom the goal-setting ability is vital

due to life circumstances and job search.

Factor 1 is represented by the following indicators: general

level of self-regulation (0.884), purposefullness (0.770),

modeling (0.715), motivation to achieve (0.706), energy

Results

The goal-setting structure was described in the context of the

characteristics of the psychological system of activity, which has an

invariantandisomorphiccontent ofcomponents. AccordingtoV.D.

Shadrikov, each functionalblock withinthepsychologicalsystemof

activity has the same functional components, but specific content

(21).

Motivational goal-setting block. Motivation determines and

encourages the subject to set the goal. Motives give the goal-setting

process an orientation, turning it into a reality that exists in the

consciousness of the subject, and make it possible to determine the

nature of the content of the goal.

The goal setting block contains the definition of specific

parameters for the formation of the goal: specificity, measurability,

reachability, relevance, limited time. The more clearly the goal is

described, the easier it is to measure and understand how to achieve

it.

The informational basis of goal-setting is determined by

the analysis of the current situation conditions, sources of

information, typical cognitive strategies that a subject can use

to set a goal and determine its criteria.

The functional block of the goal-setting activity program

determines what the subject must do to achieve the set goal,

the steps that must be taken to achieve it. Having a clear step-

by-step plan makes the goal achievement process a technical

procedure.

(

0.704), reliability (0.660), flexibility (0.655), self-confidence

0.649), initiative (0.641), will (0.600), planning (0.545),

Decision making in the goal-setting activity can be

expressed in the choice of a conscious alternative, fixing the

goal as a starting point for the beginning of active actions.

The block of the subsystem of individually significant

qualities necessary to achieve the goal includes behavioral and

personality traits that can help to achieve the goal and the

resources that the subject can rely on. Such qualities may be:

evaluation of results (0.540), responsibility (0.521),

independence (0.514), attentiveness (0.512), determination

(

0.481), self-control (0.442). As we can see, factor 1 is

positive, it includes only positive factor loadings.

The leading indicator of factor 1 is the "general level of

self-regulation", which means a willingness to regulate, adjust

own actions in setting and formulating goals. According to the

correlation analysis, there are significant direct relationships

between the general level of self-regulation and other

indicators of the first factor.



functional sets of individual qualities that are

significant for the formulation and achievement of the goal;

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2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

Table 1: Matrix of factor loadings after a Varimax rotation

Factors

General level of

self-regulation

Motivation of

approval

-0,533

Result satisfaction

0,502

Situation

orientation

-0,527

Dreaminess

-0,496

Motivation of stability

Initiative

-0,635

Emotional stability

0,573

,593

,884

Purposefulness

,770

Need to develop

-0,564

Need for demand

0,619

Introspection

0,477

Need for

structuring

Modeling

,715

Need for structuring

0,546

Need for reward

0,568

Need for relations

-0,494

"Assembly" (reflection)

0,447

,482

Motivation to

achieve

Good working

conditions

-0,428

Emotional block

Attentiveness

0,542

Mental block

-0,438

Social thinking

-0,475

,521

,706

Good working

conditions

Sensorimotor

readiness

0,462

Energy

Need for power

-0,507

Systemic reflection

-0,424

Need fpr social contacts

-0,420

,704

,493

Reliability

Quasi-reflection

-0,483

Need to create

-0,450

Need for diversity

0,459

Social intolerance

-0,411

Need for demand

-0,406

Behavioral block

0,363

,660

Flexibility

,655

Responsibility 0,436

Need to achieve

goals

Self-confidence

,649

Need for recognition

0,410

Effectiveness 0,427

-0,406

Initiative

,641

Will

Subject thinking

0,412

Performance

-0,391

,600

Planning

Energy

,545

-0,399

Evaluation of

results

,540

Responsibility

,521

Independence

,514

Attentiveness

,512

Determination

,481

Self-control

,442

So, the general level of self-regulation is associated with

modeling (r=0,771, р≤0,01), programming (r=0,760, р≤0,01),

flexibility (r=0,702, р≤0,01), reliability (r=0,726, р≤0,01),

energy (r=0,617, р≤0,01), purposefulness (r=0,629, р≤0,01),

motivation to achieve (r=0,511, р≤0,01), self-confidence

path since the beginning, manifesting themselves and gaining

the authority necessary to obtain a higher status and position

subsequently.

So, the cognitive act is the focus of indicators of the first

factor. We define this level of goal setting as a secondary

regulatory-volitional process.

(

r=0,575, р≤0,01). Taking into account all indicators, we have:



all factor indicators are aimed at goal setting, goal

Factor 2 is represented by the following indicators:

motivation of stability (0.593), need for a clear structuring of

work (0.546), emotional block (0.521), efficiency (0.427),

subject thinking (0.412), need for diversity (-0.564), need for

power (-0.507), quasi-reflection (-0.483), need to create (-

0.450), energy (-0.399), effectiveness (-0.391). As we can see,

factor 2 is bipolar, since it includes both positive and negative

factor loadings. The division into positive and negative

loadings does not contain any estimation, but shows opposite

sides.

modeling, forecasting the probability of its achievement, the

formation of energy potential for its achievement, which

means the formed goal-setting activity and multidimensional

internal elaboration of the goal formulation process;



the goal-setting strategy is built primarily due to

the rational evaluation of alternatives, enumerating options,

choosing the most reliable option, self-regulation, will, which

ensure the reliability of goal-setting;



with such features of goal-setting, the subject most

According to the correlation analysis, there is a moderate

inverse relationship between motivation in long-term stable

relationships and motivation in diversity (r = - 0,430, р≤0,05),

likely uses each goal as a step towards the formulation of new

goals. As for characteristics of the unemployed, respondents

with similar characteristics are ready to start their professional

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2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

a direct relationship between motivation in long-term stable

relationships and emotional block (r=0,460, р≤0,05),

motivation in diversity and motivation in creativity (r=0,526,

р≤0,01). There is a significant inverse relationship between

motivation in a clear structuring of work and motivation in

power (r = - 0,544, р≤0,01), motivation in diversity (r = -

(-0.411) ), motivation in demanding, useful work (-0,406),

motivation in setting complex goals (-0,406).

According to the correlation analysis, there is an inverse

relationship between satisfaction with the result and block at

the level of thoughts (r = - 0,412, р≤0,05), between need for

approval and motivation in setting complex goals (r = - 0,408,

р≤0,05). The data obtained indicate a focus on the satisfaction

of the result and the rejection of awareness of their activities.

With such peculiarities of the subject’s goal-setting, the goal

looks like desire, fixation on the result, but it is not connected

with the developed process of setting the goal and transition to

goal-achievement. The operational system of personality traits

does not become operational due to the lack of the ability to

implement. Therefore, according to the analysis, we can

interpret this level of goal setting described by the indicators

of the fourth factor as operational- informational.

0,525, р≤0,01), motivation in creativity (r = - 0,412, р≤0,05).

These indicators mean the following:



unemployed people are looking for work with

clear structuring, feedback and information on the performed

activities, without uncertainty, rules and directives how to do;



unemployed people avoid work that requires

power, will, desire for competition, constant changes, various

tasks, being always happy, open to new ideas and thinking

outside the box;



unemployed citizens are characterized by a narrow

Factor 5 is represented by the following indicators:

emotional stability (0.573), introspection (0.477), “assembly”

functional vision of professional activity, simplified

representation of professional demands, doing simple easy

tasks;

(

reflection) (0.447), evaluating block (-0.594), need for good

working conditions (-0.428), motivation in social contacts (-

.420), behavioral block (0.363). According to the correlation



a subject with similar features is more interested in

the process of setting goals, analyzing the smallest details,

digging in oneself, but there is no stage of active realization of

goals. Wish for stability and certainty does not contribute to

the development of goal-setting and the transition to goal-

achievement.

analysis, there is a direct significant relationship between

emotional stability and introspection (r=0,633, р≤0,01).

These indicators mean:



emotional stability is aimed to maintain the

balance of the inner world;

Therefore, there is every reason to determine this level of

goal-setting ability as a secondary motivational-reflexive

process.

Factor 3 is represented by the following indicators: need

for demanded useful work (0.619), motivation in high wages



reflection is introspective;

goal-setting is carried out in isolation from the

context of the real situation;



a person can turn into a closed psychological

system, there is no interaction with the external environment

(

0.568), attentiveness (0.542), motivation for good working

conditions (0.493), motivation in diversity (0.459), need for

recognition (0.410), responsibility (0.436), initiative (-0.635).

According to the correlation analysis, there is a significant

inverse relationship between initiative and motivation for good

working conditions (r = - 0,411, р≤0,05) and a direct

relationship between motivation in demanded useful work and

motivation in diversity (r=0,417, р≤0,05).

The obtained indicators show a low degree of awareness

of strategies that would satisfy the need for diversity, good

working conditions and demanded useful work, since

unemployed people have a a passive position and do not want

to change the situation. They believe that they are limited in

finding a job: a lack of jobs, unsuccessful interviews, and

disbelief in their own professional abilities, social exclusion.

Therefore, according to the analysis, we can interpret this level

of goal-setting described by the indicators of the third factor as

program-transformational. Reliability of goal-setting should

increase due to this level. However, among the unemployed

goal-setting loses its reliability due to the lack of formation of

the secondary program-transformation process.

(social exclusion).

Therefore, there is every reason to determine the level of

goal-setting, described by the indicators of the fifth factor, as

a secondary emotional-reflective process.

Factor 6 is represented by the following indicators:

motivation in a clear structuring of work (0.482), sensorimotor

readiness (0.462), long-term orientation (-0.527), dreaminess

(0.496), social thinking (-0.475), motivation in setting

complex goals (-0.450) . The results of the correlation analysis

showed the presence of a direct significant relationship

between the orientation to the situation and low social thinking

(r=0,529, р≤0,01), which is close to the manifestation of social

exclusion. It leads to the degradation of the content of the goal.

The factor is called the “target” regression.

Thus, the psychological structure of the metacognitive

ability to set goals has a structure that is invariant to the

structure of the psychological system of activity. It presents all

the components and its qualitative manifestations.

Figure1 “Psychological secondary processes and

metacognition of metacognitive goal-setting ability of

unemployed people” presents interpretation of empirical data.

Factor 4 is represented by the following indicators:

satisfaction with the result (0.502), need for approval (-0.533),

motivation in long-term stable relationships (-0.494), mental

block (-0.438), systemic reflection (-0.424), social intolerance

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Figure 1: Psychological secondary processes and metacognition of metacognitive goal-setting ability of unemployed people

The psychological structure of the metacognitive ability of

goal-setting process of unemployed people has its own

development logic, where mechanisms of the goal-setting

ability disappear and can create conditions for a psychological

facilitation of a person in the process of finding a job.

Psychological strategies for regulating goal setting can be

defined on students who are also searching for a job.

The authors used the exploratory factor analysis and a

method for identifying the main components in order to

analyze the manifestation of students’ metacognitive ability to

set goals. For a differential analysis of the goal-setting

structure, the sample of students was “split” according to the

criterion of achieving the goal, which was measured in the

transformational game methodology “Goal” (17) Two unique

structures for regulating the goal-setting ability were obtained.

The group of students who “have not reached” the goal has

a six-factor structure of goal setting regulation, which is

represented by six types of students.

for achievement will decrease in proportion to the interest of

the professional group.

“Contradictory” students are deprived of independence

and initiative. The dominant of the external over the internal is

observed, which prevents to fully model their activities,

replacing their own interests and goals with random ones.

“Weak-willed” students are characterized by low

development of skills of self-regulation, will and reflection. It

is difficult for such people to generate and achieve their goals,

because they are more interested in the surrounding reality,

they do not seek to achieve great results in professional

activities.

“Smart” students are deeply in a specific area of technical

skills. Intellectual motivation is important to them, so they are

only interested in what they are interested in, where they can

satisfy their professional curiosity. They are not interested in a

career, a high salary and complex goals.

The group of students who “have achieved the goal” has

an eight-factor structure, which indicates a more complicated

model of regulating goal setting in professional activities.

Successful students use a wider range of strategies in the

process of regulation and reflection in goal setting.

“Independent” students have a high level of development

of self-regulation skills, which gives a conscious character to

their activity. The volitional mechanism of independence acts

as a system-forming component, which allows students to

mobilize their full potential in the process of achieving goals.

Students who are able to withstand external obstacles in

achieving goals have motivation to achieve the goal.

Comparing with the levels of goal-setting discussed above, the

regulatory-volitional level of goal-setting clearly dominates

here.

“

Ambitious” students have the potential for professional

development, but low motivation to achieve the goal,

unwillingness to take responsibility and the lack of reflective

mechanisms, which together means doubt in the success of

professional activities. They strive for a certain educational

and career benefit, but at the same time, they are completely

unable to correlate the external and internal parameters of a

given goal.

"Performers" are characterized by discipline and

responsibility. They are able to qualitatively and

professionally realize their goals only in the context of the

usual stable activities. Non-standard conditions are difficult

for them, and therefore they are not able to adequately respond

to the versatility and uncertainty of their professional goals.

“

Team workers” are characterized by a focus on social

“Professional” is characterized by developed systemic

reflection and self-regulation which allows to perform work

efficiently and effectively. Goal-setting is at the regulatory-

volitional and motivational-reflective levels.

interaction, which is also a destabilizing factor. Perhaps they

are focused on supporting the group or team and are able to get

involved in the work only with social approval. The motivation

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2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

“

Decisive” students use volitional mechanism,

Discussion and Conclusion

decisiveness in achieving the goal. Such people are more

active, persistent and confident in setting and achieving goals,

relying on the program-transformational and operational-

transformational levels of goal-setting.

The analysis of goal-setting as a metacognitive ability of a

personality is carried out in modern psychological theory in

fragmentary form. Goal setting is often studied as an

independent phenomenon outside the context of the activity

system which leads to blurring of the boundaries of the subject

area (23). For example, only separate characteristics of goal-

setting (will or motivation to achieve) are described (11, 12, 15).

A.V. Karpov considers goal setting as a metacognitive

process of personality more constructively. In his study of

metacognitive processes, he states methodological prerequisites

for the conceptualization of goal-setting as a metacognitive

ability of a person in solving life problems (8).

The study identifies and describes person’s metacognitive

ability to set goals as an interconnection of secondary processes of

personality and meta-qualities that determine goal setting strategies.

An important result of the reserach is the structure of the

metacognitive ability of goal-setting, which makes it possible to

predict the success of person’s decision-making in various areas of

life, including professional. The idea of goal-setting as a

metacognitiveabilityprovidesthe basis for buildingcorrective work

systems to prevent social exclusion of a person. Practical

conclusions of this research can be the basis for the development of

metacognitive trainings on the goal-setting of a person, the

conceptualization of the subject area of goal-setting as a

metacognitive ability of a person.

“

Successful” students are characterized by an orientation

towards obtaining high results and overcoming difficulties.

Their activity is focused on satisfying material needs, but

thanks to responsibility, such employees bring high profit and

benefit to themselves and organization. Apparently, goal-

setting is based on the motivational-reflexive, program-

transformational and operational-informational levels.

“

Straight-forwarding” students are uncritical of various

situations and persistently pursueу their goals. When setting

goals, the operational-informational level clearly dominates.

“

Reflexive” students have systemic reflection as a

dominant component, which allows to see the situation from

all sides, including the pole of the object and the pole of the

subject. Here emotional-reflective level of goal setting is

dominant.

“

Motivated” students are characterized by high motivation

in wages and responsibility, which determines success in

achieving goals. This type of students is able to adjust the

algorithm of actions depending on external conditions due to

the high level of general self-regulation. Therefore, the

prevailing level is motivational-reflective.

“

Cautious” students first analyze the situation in order to

avoid unpleasant things, which allows to adjust the activity to

obtain the greatest success. These features mean the reflective

component prevails in goal setting.

So, the authors come to the following conclusions

according to theoretical and empirical data.

The metacognitive ability of goal-setting is a complex

psychological formation that arises from the interaction of

person’s metacognitive qualities (will, independence,

reliability, etc.) and secondary mental processes (motivation,

reflection, self-regulation). The metacognitive ability of goal-

setting is represented by a system of secondary processes

aimed to organize and maintain consciousness of the context

of the goal and its content, situational determination

Recommendations

In the course of the study, the following theoretical and

empirical problems were solved. The authors have defined and

described invariant structure of the metacognitive goal-setting

ability. Its components are isomorphic to the components of

the structure of the activity system. They are: goal, motives,

decision-making, information basis of the activity, program

and professionally important personality traits. Based on

empirical data, the authors characterize the interaction of

indicators of the structural components of the goal-setting

ability as secondary processes and personality qualities. It is

presented in the table and figure. The authors give an empirical

characteristic of the metacognitive ability of goal-setting of

unemployed people and students engaged in professional self-

determination. The description reflects the specifics of the

manifestation and types of strategies for the metacognitive

goal-setting ability. The materials of the research can be used

for the conceptual design of complex decisions on the

implementation of programs of professional demand; for the

development of new interactive formats of psychological

assistance to people focused on self-determination and the

formation of meta-ability of goal-setting. The results of an

empirical study can be used in methodological

recommendations and trainings on professional success,

overcoming crises of social and professional implementation.

The research can be continued searching for the invariant

structure of the metacognitive ability of the individual. The

description of the metacognitive ability of goal-setting of the

system of secondary processes and personality traits makes it

possible to fully understand and develop this phenomenon

taking into account the dynamics of its components and

relationships between them.

(

correlation with internal and external conditions), regulation

of the internal balance of achievement and self-determination

criteria in relation to one’s own life. That is, goal-setting is

secondary process in relation to goal achievement.

According to V.D. Shadrikov, the invariant structure of the

metacognitive ability of goal-setting is determined and is

isomorphic to the components of the structure of the activity

system (21).

The interaction of indicators of the structural components

of the goal-setting ability as secondary processes and

personality traits is represented by the system of the following

secondary processes that are relevant for goal-setting:

regulatory-volitional;

transformational;

motivational-reflexive; program-

operational-informational; emotional-

reflective and target.

The dominance of structural blocks in the goal-setting of

the subject is expressed in the manifestation of typical goal-

setting strategies.

240

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 1234-1241

8. Morosanova VI. Diagnosis of Human Self-Regulation. Moscow:

Kogito Center. 2015.

9. Perkins R, Salomon B. Metacognition and Control Strategies

Revised. Social Psychology Journal.1987;3:13–18.

0. Richie S. Management of Motivation. Moscow: UNITY-DANA.

2014.

Ethical issue

Authors are aware of, and comply with, best practice in

publication ethics specifically with regard to authorship

(

avoidance of guest authorship), dual submission,

manipulation of figures, competing interests and compliance

with policies on research ethics. Authors adhere to publication

requirements that submitted work is original and has not been

published elsewhere in any language.

21. Shadrikov VD. Systemogenesis of Activity. Game. Doctrine.

Moscow: Yaroslavl State University. 2017.

2. Sidorenkov AV. Multidimensional Professional Psychological

Personality Test. Rostov-on-Don: RSEI. 2012.

3. Tikhomirov OK. Study of targeting. Bulletin of Moscow

University.1980;1:17-26.

Competing interests

The authors declare that there is no conflict of interest that

would prejudice the impartiality of this scientific work.

24. Nirmala GS, Muruganandam L. Hydrodynamics in a Liquid Solid

Circulating Fluidized Bed–A Review. Journal of Chemical

Reviews. 2019 Mar 1;1(2. pp. 78-170):114-29.

5. Thacker H, Ram V, Dave PN. Plant mediated synthesis of Iron

nanoparticles and their Applications: A Review. Progress in

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6. Iwuozor KO. Prospects and Challenges of Using Coagulation-

Flocculation method in the treatment of Effluents. Advanced

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decomposition of their nano sized metal Schiff base complexes.

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8. Munir S, Begum M. Computational investigations of a novel

photoactive material for potential application in dye sensitized

solar cells. Asian Journal of Green Chemistry. 2019 Jan 1;3(1. pp.

Authors’ contribution

All authors of this study have a complete contribution for

data collection, data analyses and manuscript writing.

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