International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Eduard Balashov; Ihor Pasichnyk; Ruslana Kalamazh

doi:10.23947/2334-8496-2021-9-2-161-172

Authors

Eduard Balashov Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Rivne Region, Ukraine https://orcid.org/0000-0002-6486-0494
Ihor Pasichnyk Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Rivne Region, Ukraine https://orcid.org/0000-0001-7785-2584
Ruslana Kalamazh Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Rivne Region, Ukraine https://orcid.org/0000-0002-2051-0732

DOI:

https://doi.org/10.23947/2334-8496-2021-9-2-161-172

Keywords:

metacognitive awareness, academic self-regulation, learning efficiency, HEI students

Abstract

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.

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