Abstract
Introduction. Psychological research of professional activity has traditionally relied on ideas about its two main types – object-related and subject-related ones. In our previous studies, we emphasized the need for distinguishing an information-related type, which in the context of global informatization takes a central position (in practical terms) and has a high specificity (in theoretical terms). This study continues to identify this kind of specificity and considers it from the perspective of the metacognitive organization of activity. The results of this study represent the first evidence in favour of the metacognitive determination of job satisfaction which is characteristic of information technology professionals. Methods. The sample comprised 235 Russian professionals representing information-related and object-related professions. The study used the following psychological assessment tools: the Michigan Organizational Assessment Questionnaire Job Satisfaction Subscale, the Metacognitive Awareness Inventory, and the inventory for assessing Integrative-Typological Personal Professional Orientation. Results. The overall level of metacognitive awareness is a reliable predictor of job satisfaction among information technology professionals. The overall level of metacognitive awareness and the level of metacognitive knowledge may represent a reliable predictor for job satisfaction among the respondents whose professional orientation is highly compliant with information technology professions. In contrast, metacognitive awareness exerts no effect on job satisfaction among representatives of object-related professions including respondents whose professional orientations are in high compliance with this type of profession. Discussion. We compared the results of this study with those from previous studies in terms of the level of metacognitive awareness, its interprofessional differences, and job satisfaction. We concluded that information-related professions have specific characteristics that distinguish them from object-related ones in terms of metacognitive determination of job satisfaction.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Alzubi, K. M., Alkhateeb, A. M., & Hiyassat, M. A. (2021). Factors affecting the job satisfaction of construction engineers: Evidence from Jordan. International Journal of Construction Management. https://doi.org/10.1080/15623599.2020.1867945
Anumudu, C. I., Adebayo, A., Gboyega-Tokunbo, A., Awobode, H., & Isokpehi, R. D. (2019). Self-assessed metacognitive awareness among students of the University of Ibadan, Nigeria. Journal of Educational and Social Research, 9(3), 185–193. https://doi.org/10.2478/jesr-2019-0036
Babikova, N. N., Mal'tseva, O. A., Startseva, E. N., & Turkina, M. S. (2018). A study of metacognitive awareness of university students. Vestnik Mariiskogo gosudarstvennogo universiteta (Vestnik of the Mari State University), 12(3), 9–16. https://doi.org/10.30914/2072-6783-2018-12-3-9-16 (in Russ.).
Berta, W., Laporte, A., Perreira, T., Ginsburg, L., Dass, A. R., Deber, R., … Neves, P. (2018). Relationships between work outcomes, work attitudes and work environments of health support workers in Ontario long-term care and home and community care settings. Human Resources for Health, 16, 15. https://doi.org/10.1186/s12960-018-0277-9
Bowling, N. A., & Hammond, G. D. (2008). A meta-analytic examination of the construct validity of the Michigan Organizational Assessment Questionnaire Job Satisfaction Subscale. Journal of Vocational Behavior, 73(1), 63–77. https://doi.org/10.1016/j.jvb.2008.01.004
Brunelle, E., & Fortin, J.-A. (2021). Distance makes the heart grow fonder: An examination of teleworkers’ and office workers’ job satisfaction through the lens of self-determination theory. SAGE Open, 11(1). https://doi.org/10.1177/2158244020985516
Byzova, V. M., Perikova, E. I., & Lovyagina, A. E. (2019). Metacognitive involvement in the system of mental self-regulation of students. Sibirskii psikhologicheskii zhurnal (Siberian Journal of Psychology), 73, 126–140. https://doi.org/10.17223/17267080/73/8 (in Russ.).
Cammann, C., Fichman, M., Jenkins, G., & Klesh, J. (1983). Assessing the attitudes and perceptions of organizational members. In S. E. Seashore, E. E. Lawler, P. H. Mirvis, & C. Cammann (Eds.), Assessing organizational change: A guide to methods, measures, and practices (pp. 71–138). New York: John Wiley and Sons.
Colombo, B., Iannello, P., & Antonietti, A. (2010). Metacognitive knowledge of decision-making: An explorative study. In A. Efklides, P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 445–472). Boston: Springer. https://doi.org/10.1007/978-1-4419-6546-2_20
Craig, K., Hale, D., Grainger, C., & Stewart, M. E. (2020). Evaluating metacognitive self-reports: Systematic reviews of the value of self-report in metacognitive research. Metacognition and Learning, 15, 155–213. https://doi.org/10.1007/s11409-020-09222-y
Crespi-Vallbona, M., & Mascarilla-Miró, O. (2018). Job satisfaction. The case of information technology (IT) professionals in Spain. Universia Business Review, 36–51. https://doi.org/10.3232/UBR.2018.V15.N2.02
Davidescu, A. A., Apostu, S.-A., Paul, A., & Casuneanu, I. (2020). Work flexibility, job satisfaction, and job performance among Romanian employees – Implications for sustainable human resource management. Sustainability, 12(15). https://doi.org/10.3390/su12156086
Ensour, W., Zeglat, D., & Shrafat, F. (2018). Impact of job satisfaction on training motivation. Problems and Perspectives in Management, 16(3), 337–355. https://doi.org/10.21511/ppm.16(3).2018.27
Gutierrez de Blume, A. P., & Montoya, D. (2020). El Inventario de Conciencia Metacognitiva para Docentes (MAIT): Adaptación cultural y validación en una muestra de docentes colombianos [The Metacognitive Awareness Inventory for Teachers (MAIT): Cultural adaptation and validation in a sample of Colombian teachers]. Psychologia, 14(1), 115–130. https://doi.org/10.21500/19002386.4584
Gutierrez de Blume, A. P., & Montoya, D. M. (2021). Differences in metacognitive skills among undergraduate students in education, psychology, and medicine. Revista Colombiana de Psicología, 30(1), 111–130. https://doi.org/10.15446/rcp.v30n1.88146
Hoff, K. A., Song, Q. C., Wee, C. J. M., Phan, W. M. J., & Rounds, J. (2020). Interest fit and job satisfaction: A systematic review and meta-analysis. Journal of Vocational Behavior, 123. https://doi.org/10.1016/j.jvb.2020.103503
Izvercian, M., Potra, S., & Ivascu, L. (2016). Job satisfaction variables: A grounded theory approach. Procedia – Social and Behavioral Sciences, 221, 86–94. https://doi.org/10.1016/j.sbspro.2016.05.093
Jain, D., Tiwari, G. K., & Awasthi, I. D. (2017). Impact of metacognitive awareness on academic adjustment and academic outcome of the students. International Journal of Indian Psychology, 5(1), 123–138. https://doi.org/10.25215/0501.034
Joseph, D., Ng, K.-Y., Koh, C., & Ang, S. (2007). Turnover of information technology professionals: A narrative review, meta-analytic structural equation modeling, and model development. MIS Quarterly, 31(3), 547–577. https://doi.org/10.2307/25148807
Karpov, A. V. (2018). Towards the subject-information class of activity. Chelovecheskii faktor: Sotsial'nyi psikholog (The Human Factor: Social Psychologist), 2, 12–22. (in Russ.).
Karpov, A. V., & Lenkov, S. L. (2006). The structural and functional composition of professional activity of an informational nature. Tver: Tver State University. (in Russ.).
Karpov, A. V., & Skityaeva, I. M. (2005). Psychology of metacognitive processes of personality. Moscow: Institute of Psychology, Russian Academy of Sciences. (in Russ.).
Lenkov, S. L. (2001). Subject-informational approach to psychological research. Tver: Tver State University. (in Russ.).
Lim, K. S., & Ng, P. L. (2011). Examining and comparing the factorial validity of the construct of metacognitive awareness across two grade levels. In Proceedings of the 1st International Conference on World-Class Education (ICWED-2011). https://doi.org/10.13140/2.1.1211.4729
Martirosov, A. L., & Moser, L. R. (2021). Team-based learning to promote the development of metacognitive awareness and monitoring in pharmacy students. American Journal of Pharmaceutical Education, 85(2), 848112. https://doi.org/10.5688/ajpe848112
Pradhan, S., & Das, P. (2021). Influence of metacognition on academic achievement and learning style of undergraduate students in Tezpur University. European Journal of Educational Research, 10(1), 381–391. https://doi.org/10.12973/eu-jer.10.1.381
Prather, J., Pettit, R., McMurry, K., Peters, A., Homer, J., & Cohen, M. (2018). Metacognitive difficulties faced by novice programmers in automated assessment tools. In Proceedings of the 2018 ACM Conference on International Computing Education Research (pp. 41–50). https://doi.org/10.1145/3230977.3230981
Rubtsova, N. E. (2011). Integrative-typological professional orientation of personality. Tver: Moscow Humanitarian and Economic Institute, Tver Branch. (in Russ.).
Rum, S., & Ismail, M. (2016). Metacognitive awareness assessment and introductory computer programming course achievement at university. The International Arab Journal of Information Technology, 13(6), 667–676.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475.
https://doi.org/10.1006/ceps.1994.1033
Song, J. H. H., Loyal, S., & Lond, B. (2021). Metacognitive Awareness Scale, Domain Specific (MCAS-DS): Assessing metacognitive awareness during Raven’s Progressive Matrices. Frontiers in Psychology, 11, 607577. https://doi.org/10.3389/fpsyg.2020.607577
Splichal, J. M., Oshima, J., & Oshima, R. (2018). Regulation of collaboration in project-based learning mediated by CSCL scripting reflection. Computers & Education, 125, 132–145. https://doi.org/10.1016/j.compedu.2018.06.003
Wijngaards, I., Burger, M., & van Exel, J. (2021). Unpacking the quantifying and qualifying potential of semi-open job satisfaction questions through computer-aided sentiment analysis. Journal of Well-Being Assessment. https://doi.org/10.1007/s41543-021-00040-w
Xethakis, L. (2020). The psychometric properties of the Metacognitive Awareness Inventory in the Japanese EFL context. Kumamoto University Studies in Social and Cultural Science, 18, 121–146. Retrieved from https://researchmap.jp/ljxethakis/published_papers/24714137
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2021 Karpov A. V., Lenkov S. L., Rubtsova N. E.