Metacognitive Awareness and Academic Self-Regulation of HEI Students

Balashov, Eduard and Pasichnyk, Ihor and Kalamazh, Ruslana (2021) Metacognitive Awareness and Academic Self-Regulation of HEI Students. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9 (2). pp. 161-172. ISSN 2334-8496

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Анотація

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.

Тип файлу:	Стаття
Ключові слова:	metacognitive awareness; academic self-regulation; learning efficiency; HEI students
Теми:	За напрямами > Психологія
Підрозділи:	Навчально-науковий інститут соціально-гуманітарного менеджменту > Кафедра психології та педагогіки
Розмістив/ла:	Едуард / Е.М. Балашов
Дата розміщення:	02 Бер 2024 21:07
Остання зміна:	02 Бер 2024 21:07
URI:	https://eprints.oa.edu.ua/id/eprint/8955

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