Reflexive Competence in Metacognitive Monitoring of Learning Activity of HEI Students

Abstract

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.

Metacognitive Awareness and Academic Self-Regulation of HEI Students

“…Students of this type develop their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and metathinking. These results are consistent with some psychological studies about metacognitive involvement and monitoring, learning motivation (Flavell, 1976;Karpov, 2012;Balashov et al, 2020;Pasichnyk et. al, 2014;Pintrich and Schunk, 2002;Schunk and Greene, 2018;Pasichnyk and Maksymenko, 2010).…”

“…Today, many of the scientists have focused at exploring the different factors determining the quality of metacognitive monitoring in self-regulated learning (Balashov et al, 2020;Karpov, 2012;Radchuk, 2015;Voloshyna, 2014). It has been distinguished that the students have developed reflexive skills at the metacognitive level, such as problem solution, appropriate efforts direction for the goals accomplishment, analysis of the own abilities to plan, execute, analyse and correct the own learning activities (Schraw and Dennison, 1994).…”

“…Metacognitive abilities of personality and educational motivation have been studied by such scientists as Andrade and Heritage (2017), Bandura (1997), Brown, Andrade and Chen (2015), Dweck (1999), Ryan and Deci (2001), Karpov (2012), Flavell (19761987), Schraw and Moshman (1995), Schraw, Crippen and Hartley (2006), and many others. Poshekhonova and Karpov (2014), Balashov et al (2020) have proved its correlation with learning motivation and personal metacognitive abilities. Among the modern Ukrainian scientists studying the issue of academic success and motivation of educational activities, we can distinguish the works of Zasekina ( 2015) -psychological determinants of students' academic success, Khomulenko and Dotsevych (2014) -metacognitive processes of personality, Savchenko (2016) -reflexive competence in the educational process, Pasichnyk and Maksymenko (2010) -metacognitive activity of students and metathinking, Radchuk (2015) -self-actualization and self-realization of students in educational activity, Pasichnyk, Kalamazh and Augustyuk (2014), Voloshyna (2014), Balashov (2017) and Tkachuk (2018) -metacognitive processes in learning, Yalanska (2018) independent work of students in the context of learning motivation), Kreidun, Polivanova and Yavorovska (2018) -satisfaction with studying in ZVO as a factor of professional self-efficacy of students and many others.…”

Role of geography teacher in forming the pupils’ cartographic competence

“…It is necessary to ensure the right of a person to choose areas of education, which leads to the introduction of a sufficiently early differentiation of education and the creation of continuing education systems. The idea of continuing education is possible only by preparing the necessary conditions for self-education: creating an organizational and legal framework for access to various sources of information, formation and development of human abilities related to its search, processing, perception, understanding and use (Balashov et al 2020).…”

Communicative Skills In Teaching Language Disciplines

“…The conditions and the means of developing communicative skills are considered in the works by Altunina (2009), Lisovskaya (2008), Mudrik (1989), Bodalev (2005), Kulamikhina (2019), Kulamikhina et al (2020), Raitskaya and Tikhonova (2018), Brock (2010), Deci and Ryan (2008), Balashov et al (2020), Shutenko et al (2021), Avdeeva et al (2017), Mingaleva and Vukovic (2020) and others. The researchers define both communicative competence and the skills comprising it in different ways.…”