Diagnostics of Cognitive Independence in the Professional Language Training of Foreign Students in Higher Education Institutions

Original article

DOI: 10.15293/1812-9463.2603.08

Dzhamila T. Rashidova
St. Petersburg University of the Ministry of Internal Affairs of Russia, St. Petersburg, Russia

 

 

Abstract.

Introduction. The research problem is due to the insufficient development of issues related to the purposeful formation of cognitive independence as an integrative personality trait in specialists working in a multicultural environment, given that this competence is recognized as key to successful professional activity in conditions of cultural diversity. The gap between the needs of practice and the existing scientific and methodological support of the educational process determines the relevance of this study. The purpose of the article is to analyze the structural and substantive characteristics of cognitive independence in foreign students during their professional language training in higher educational institutions of the Ministry of Internal Affairs of Russia.

Methodology. The experimental study (2023–2025) involved 97 foreign students of the St. Petersburg University of the Ministry of Internal Affairs of Russia. The study employed a multi-component diagnostic complex combining validated psychodiagnostic tools (Cognitive Need Measurement by Yu. M. Orlov and V. S. Avanesov; “Drivers of Student Learning Activity” by E. B. Bashkin; Self-Organization of Activity by E. Yu. Mandrikova; “Behavior Self-Regulation Style” by V. I. Morosanova) and the author’s questionnaires for assessing the criteria of cognitive independence.

Results. The conducted research revealed an average profile of cognitive independence formation with characteristic deficits: insufficient stability of internal cognitive motivation, weak development of flexible, creative strategies for independent search and information processing, as well as a pronounced lack of regulatory flexibility, which complicates the adaptation of learning strategies. It has been established that to transition from situational learning activity to sustainable cognitive autonomy, the presence of basic operational skills is not enough; it requires purposeful pedagogical design of the educational environment that integrates all components of cognitive independence, develops metacognitive skills and proactive self-regulation.

Conclusions. The article empirically proves that the cognitive independence of foreign students requires systematic pedagogical influence on all three of its identified structural components: motivational, operational and regulatory. The author proposes to base the identified deficit of regulatory flexibility on the design of a holistic technology for the formation of cognitive independence of foreign students. The author’s innovation lies in the transition to pedagogical diagnostics as a tool for designing targeted pedagogical interventions that provide a practice-oriented solution to the problem of training specialists for work in a multicultural environment.

Keywords: cognitive independence; foreign students; professional language training; diagnostic complex; motivational component; content-operational component; volitional (regulatory) component; educational organizations of the Ministry of Internal Affairs of Russia.

For Citation: Rashidova D. T. Diagnostics of Cognitive Independence in the Professional Language Training of Foreign Students in Higher Education Institutions. Journal of Pedagogical Innovations, 2026, no. 3 (83), pp. 96–106. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2603.08

 

 

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Information about the Author

Dzhamila T. Rashidova – Senior Lecturer of the Department of the Russian Language, St. Petersburg University of the Ministry of Internal Affairs of Russia, St. Petersburg, Russia, https://orcid.org/0000-0002-2188-7961, gemma@mail.ru

Received: 22.05.2026; approved after peer review: 09.07.2026; accepted for publication: 18.08.2026.