Open AccessMetacognitive Awareness and Academic Self-Regulation of HEI Students
Author(s) -
Едуард Балашов,
Ihor Pasichnyk,
Ruslana Kalamazh
Publication year - 2021
Publication title -
international journal of cognitive research in science, engineering and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.373
H-Index - 9
eISSN - 2334-8496
pISSN - 2334-847X
DOI - 10.23947/2334-8496-2021-9-2-161-172
Subject(s) - metacognition , psychology , metamemory , mathematics education , empirical research , self regulated learning , personality , self awareness , cognitive psychology , developmental psychology , social psychology , cognition , epistemology , philosophy , neuroscience
The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.