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Success at school often depends not only on the predispositions or experiences of the child, which has acquired under the influence of various external or internal factors, but it also reflects the level of self-knowledge, which is followed by the level of self-confidence. The concept of self-interest influences the attitude of the child to school work, its duties, as well as its expectations of the overall learning outcomes. This naturally implies that one of the priorities in working with a pupil is to develop his self-esteem competences in the sense of an objective assessment of the factors affecting his performance. If the child is able to realistically assess his / her options in relation to the external conditions determining his / her learning activity, this is an extremely important prerequisite for proper adjustment of the processes of self-development. One of the conditions for such a setting is the development of metacognition. Professional literature dealing with the issue currently offers a number of strategies to advance the pupil in this area. The question remains to what extent these strategies can influence the individual components of the self-assessment of the pupil's school performance.

POSSIBILITIES OF INFLUENCING INDIVIDUAL COMPONENTS OF SELF-ASSESSMENT OF PUPILS' SCHOOL PERFORMANCE BY METACOGNITIVE STRATEGIES