The interconnection of learning ability and the organization of metacognitive processes and traits of personality

Karpov, Alexander A.; Karpov, Anatoly V.; Карабущенко, Наталья Борисовна; Иващенко, А. В.

doi:10.11621/pir.2017.0105

Cited by 15 publications

(31 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The link between metacognitive monitoring and the success and productivity of the learning activity in the context of studying the accuracy and reliability of this process is the main problem that is explored in this field (Dunlosky and Metcalfe, 2009;Fomin, 2012;Koriat and Bjork, 2005;Nietfeld et al, 2005;Savin, 2011;Valdez, 2013). The connection between reflection and the metacognitive experience of personality has been indicated by Dovhaliuk and Voloshyna, 2015;Dotsevych, 2014;Karpov, 2012;Kholodnaya, 2002;Pasichnyk and Dovhaliuk, 2016;Savin and Fomin, 2011.…”

Section: Introductionmentioning

confidence: 99%

“…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. Dotsevych, 2014;Leontyev and Averina, 2011.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

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.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

show abstract

“…In modern society, the continuity of education (Osborne & Thomas, 2003;Shuller & Watson, 2009) is defined as a prerequisite for well-being throughout life (United Nation, 2015), therefore, the readiness to learn must be considered as a key competence of modern man. Knowledge and skills acquired in the process of professional training is the basis of achievements in educational and professional activities, determine mental development (Shadrikov, 2012), metacognitive personality traits (Karpov, Karpov, Karabushchenko & Ivashchenko, 2017), the formation of cognitive control (Kostromina, Mkrtychian, Kurmakaeva, & Gnedykh, 2017).…”

Section: 2mentioning

confidence: 99%

Dynamics Of Readiness For Learning Of University Students

Nizhegorodtseva¹

2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The authors consider readiness for learning as the basis of professional development, a component of professional culture, which determines the level of professional achievements of a specialist in modern society. Readiness for learning is studied in the paradigm of the system-genetic approach in psychology and is defined as an integral mental quality, the internal psychological basis of which is the structure of the individual qualities of a person that determine the success of training (qualities required for training). A conceptual model of the psychological structure of readiness for learning of students of pedagogical high school, consisting of five functional blocks qualities required for learning is worked out. The article presents the results of the research of the main indicators of the dynamics of students ' readiness for vocational training at high school. The empirical study was conducted on students of pedagogical University of different courses, the total group -80 people. It is established that in the process of professional training the indicators of quality required for learning development increase, their interrelations are improved, the psychological structure of readiness for training as a whole is optimized. The most significant development effect was noted in relation to quality required for learning: professional orientation, task acceptance, introduction skills, attention performance, arbitrary regulation of activity, empathy, verbal memory. The development of readiness for learning is an indicator of the development of professional culture of students in the process of studying at high school

show abstract

“…In the context of mental development it is understood as "enlightenment, education, erudition" (Dictionary of the Russian language, 1985, p. 148); the set of mankind achievements in production, social and spiritual life. The knowledge and skills mastered in the process of training are included in the structure of abilities and metacognitive personality traits and cognitive control of a person and determine their development (Karpov, Karpov, Karabushchenko, & Ivashchenko, 2017;Kostromina, Mkrtychian, Kurmakaeva, & Gnedykh, 2017;Shadrikov, 2012), which in turn is the basis of achievements in educational and professional activities. Readiness for learning and improvement is a component, an integral part of the professional culture of a specialist (Muzalev, 2014), which provides self-development, self-improvement and the desire to achieve high results in professional activities, effective solution of professional problems.…”

Section: 2mentioning

confidence: 99%