Psychological Characteristics of Metacognitive Monitoring in Learning Activities of Students

Balashov, Eduard

doi:10.32999/ksu2312-3206/2019-4-8

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…In the light of the results of our theoretical analysis and empirical research, with the help of statistical analysis, we confirmed the hypothesis that there is a positive connection between the metacognitive characteristics of the subject's activity, namely metacognitive involvement, activity, and knowledge, and formed reflexive problem-solving strategies; that is, the more metacognitive characteristics the subject has developed, the more effective it is to use reflexive strategies to solve the problems. This result is consistent with some psychological studies about metacognitive involvement and monitoring (Avhustiuk, 2016;Balashov, 2019;Dotsevych, 2014;Flavell, 1979;Karpov, 2012;Nietfeld et al, 2005).…”

Section: Discussionsupporting

confidence: 90%

“…The concepts mentioned above are considered mainly as a professional quality of personality in the context of pedagogy, educational psychology, general psychology and cognitive psychology. In particular, the reflexive processes have been studied by such as the following national psychologists Balashov, 2019;Dotsevych, 2014;Balashov et al, 2018;Maksymenko, 2017;Pasichnyk et al, 2014;Savchenko, 2016;Tytarenko, 2013. Self-reflection and metacognition at the personal level is considered in the studies of Dunlosky and Metcalfe, 2009;Hrynkiv, 2016;Karpov, 2012;Kholodnaya, 2002;Koriat and Bjork, 2005.…”

Section: Introductionmentioning

confidence: 99%

“…The ability to analyze, comprehend and understand past experiences, mistakes, and successes, which is a reflexive competence, helps to gain new experience, new knowledge in the learning process and to gain new success (Babaian, 2014). A high level of organization of reflexive competence promotes the organization of more effective forms of reflexive activity through realization of the ability to create probable models of problem-solving, to carry out self-analysis of one's actions, to activate abilities to understand the consequences of the events of one's own life, and to use more time for decision-making in multiple control situations to evaluate one's own intellectual abilities (Balashov, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Reflexive Competence in Metacognitive Monitoring of Learning Activity of HEI Students

Balashov

Pasichnyk

Kalamazh

et al. 2020

IJCRSEE

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The manuscript presented here reports the theoretical aspects of the concepts of reflexive competence and reflexivity, which is considered, in learning activities through a prism of metacognitive monitoring of HEI students. An essence of metacognitive monitoring and reflexive competence has been theoretically studied. The role of reflexive competence and its components in the process of metacognitive monitoring of the educational activities of students of HEIs has been described. Reflexive competence at the metacognitive level is viewed as a system of formed reflexive abilities, which ensures high productivity of the intellectual activity of the subject by activating the metacognitive resources that are necessary and organizing reflexive actions. The results of empirical research with the use of questionnaire “Reflexive skills (cognitive and metacognitive level scales) (O. Savchenko), Methodology “Reflexive strategies of task solution” (O. Savchenko and M. Makiienko), Metacogntive Awareness Inventory - MAI (G. Scraw and R. Dennison) and “Methodology of Self-Evaluation of Metacognitive Knowledge and Metacognitive Activeness” (M. Kashapov & Y. Skvortsova), and correlation analysis with the use of ANOVA analysis of variance and Spearmen’s rank correlation coefficient, have proved that student’s overconfidence can cause mistakes in the evaluation of the results of the work. Senior students have better indicators of reflexive skills at the metacognitive level and more sophisticated reflexive problem-solving strategies. Thus, the results indicate that senior students have a higher level of reflexive skills at the metacognitive and cognitive levels and a higher level of reflexive problem-solving strategies than the first- and second-year students.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reflexive Competence in Metacognitive Monitoring of Learning Activity of HEI Students

Balashov

Pasichnyk

Kalamazh

et al. 2020

IJCRSEE

View full text Add to dashboard Cite

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Metacognitive Monitoring Accuracy and Learning Achievement Success of University Students

Avhustiuk

2020

PPJ

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Purpose. The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the relationship between metacognitive monitoring accuracy and learning achievement success of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring accuracy and learning achievement success that is a quite common problem in the university learning activity. Methods. The theoretical and comparative methods of studying metacognitive monitoring accuracy and learning achievement success of university students have been used in the study. The necessity in studying some theoretical and methodological aspects of the notion has been caused by the impact of metacognitive monitoring accuracy on students’ learning activities. Results. The study aimed at revealing the role of metacognitive monitoring in the university learning activity, studying the extent to which changes in monitoring cause changes in the nature of the students’ control over their own cognitive activities, specifying the nature of relationship between levels of confidence and students successes in learning, etc. A noteworthy finding is that students are generally overconfident in their self-assessments and this overconfidence effect is greatest for students of poorer abilities as they are doubly cursed: they lack knowledge of the material, and lack the awareness of the knowledge that they do and do not possess. The erroneous belief that information is understood when it is not is regarded as the illusion of knowing or overconfidence in knowing; the notion can be a significant obstacle to the effectiveness of the learning activities. Conclusions. The results of the analysis found in the study can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and learning achievement success of university students.

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Psychological Characteristics of Metacognitive Monitoring in Learning Activities of Students

Cited by 2 publications

References 2 publications

Reflexive Competence in Metacognitive Monitoring of Learning Activity of HEI Students

Reflexive Competence in Metacognitive Monitoring of Learning Activity of HEI Students

Metacognitive Monitoring Accuracy and Learning Achievement Success of University Students

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