Components of metacognition and metacognitive properties of forecasting… 81 situativity of thinking among the program participants and the participants' subjective evaluations of transformation in coping with difficulties in conflict situations). The formation of supra-situational thinking-in particular, of components such as forecasting (in both a narrow and a broad context)-is closely connected with envisaging prospects, including those for one's own professional and personality development.Keywords: metacognition, metacognitive knowledge, metacognitive activity, forecasting, supra-situativity of professional thinking introduction At the present stage of social development it is vital to meet challenges in a flexible and timely way in the education field because modern education is not only and not so much related to giving knowledge but rather is aimed at personality and metasubject results. In view of this goal, the issue of teachers' professional training and retraining and of the formation of PPT, which is a crucial factor in the organization and orientation of professional behavior and communication, is becoming urgent. Accordingly, meeting new educational requirements that strengthen efficiency in mastering all professional spheres, that increase the competitiveness of professionals in different fields, and that help in solving many other constantly changing social problems is possible only within the framework of pedagogical activities. Therefore, researching PPT and its metacognitive conditionality is crucial and fundamental not only for cognitive psychology but also for social psychology. here we see a possible solution to the above-mentioned problems of enabling the formation of supra-situational thinking through transforming one of its components, forecasting, which has a metacognitive nature, and of perfecting metacognitive components (metacognitive knowledge and metacognitive activity).PPT satisfies all general laws regarding thinking, although, in accordance with professional-thinking theory, it has its own peculiarities (gonobolinhas suggested treating PPT as a cognitive process of discovering and solving pedagogical problems with the personal involvement of teachers in transformations in the course of their pedagogical activities. suggest viewing problemacy as an elementary unit of PPT.Psychological analysis of PPT and metacognitive personality structures shows their close interconnection. The subjects of activity not only comprehend their own cognitive processes but willingly watch them (Flavell, 2002), in which case metacognitive processes are intentional, planned, purposeful, and oriented toward future mental behavior, which can be used for solving cognitive tasks.Analysis of Russian and foreign research materials leads to the conclusion that subjects of activity can be differentiated according to the level of their metacognitive abilities; those with more pronounced metacognitive abilities are more successful, and metacognition itself appears to be related to other factors that define activi...

The aim of this study was to reveal correlation between motivation and creative professional thinking. Four hundred and seventy-one Russians of different trades participated in the study. It was supposed that motivational structure and level of creative professional thinking were interrelated. The connection between motivational components and professional thinking was revealed. Tendencies of transition form situational level of thinking to oversituational one were determined. It was found out that motivational structure of workers with situational thinking was much more consistent than that of workers with oversituational thinking.