The Effect of Psychological Skills Training (PST) on Self-Regulation Behavior, Self-Efficacy, and Psychological Skill Use in Military Pilot-Trainees

Abstract

Set within B. J. Zimmerman’s (1989, A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, Vol. 81, pp. 329–339; and B. J. Zimmerman, 2000, Attaining self-regulation: A social-cognitive perspective, in M. Boekaerts, P. Pintrich, & M. Seidner, Eds., Self-Regulation: Theory, Research, and Applications, pp. 13–39, Orlando, Florida, Academic Press) cyclical model of self-regulation and social–cognitive theory, this study tested the hypothesis that multi-modal psychological skills training (PST) would increase self-regulation behavior, self-efficacy, and psychological skill use in military pilot-trainees experiencing course-related learning difficulties. From pre- to post-intervention, findings showed that specific self-regulation behavior increased linearly. Likewise, significant increases in self-efficacy and psychological skill use occurred, along with concomitant reductions in anxiety and worry. Changes were generally retained at 2-month follow-up. PST highlights potential in modifying pilot-trainee cognitive and behavioral strategies to underpin learning, improve individual/cohort responsiveness, and importantly, cost effectiveness in training provision.

• self-regulation
• psychological skills training
• self-efficacy
• skill acquisition
• military pilots

Notes

1 In United Kingdom, RAF flight training, the nature of a flight sortie and regularity of failure determines the class of AW and the remedial course of action. AW1 typically results in the provision of one instructional flying lesson prior to retesting. An AW2 results in a referral to the GSTF, in which remedial flying and instruction occur alongside simulator sessions. An AW3 is issued when a trainee continues to fail. Here, the trainee’s squadron commander has to formally request for additional flying hours, if appropriate, otherwise, if problems persist, the trainee’s position is reviewed pending possible suspension and dismissal (i.e., high cost; high inefficiency).

2 The very nature of the study context unfortunately minimized the sample available. Between 2008 and 2010, the GSFT provided remedial assistance to a total of 40 trainee pilots.

3 Data pertaining to consistency of use of any particular mentioned strategy, obtained in the original SRLIS procedures (see Zimmerman & Martinez-Pons, 1986, 1988), was not included for the purposes of this study.

4 The data was checked and reanalyzed using a random effects model in MLwiN software, and yielded similar results.