A Metacognitive Approach to Diagnosing Difficulties in Students’ Mental Self-regulation

Abstract

Introduction. This study investigates the main reasons for difficulties in students’ mental self-regulation and represents a first attempt to systematize previous research findings from the field in the context of the metacognitive approach.
 Methods. The study used the following techniques of psychological testing: (a) the Style of Self-regulation of Behavior questionnaire by Morosanova, (b) the Self-organization of Activities questionnaire by Mandrikova, (c) the Emotional Intelligence Self-evaluation technique by N. Hall, (d) the Gissen Complaints Questionnaire, and (e) the Difficulties in Self-regulation questionnaire by Lovyagina. A sample of 113 second-year students of St. Petersburg State University with a mean age of 19.5 years took part in this study.
 Results. The findings of this study indicate that several groups of students can be distinguished based on the levels of self-organization of activities and the styles of self-regulation of behavior. The authors identified and described the difficulties in students’ mental self-regulation in (a) attention and will, (b) self-restraint, (c) thinking, and (d) anxiety and memory. The styles of self-regulation of behavior and self-organization of activities and the ability to manage the emotional sphere are important factors that can help to overcome difficulties in mental self-regulation.
 Discussion. The metacognitive approach to the analysis of difficulties in self-regulation is capable of solving theoretical and practical problems related to improvement in mental self-regulation skills. Students’ assessment of their own cognitive abilities and their awareness of difficulties in mental self-regulation enable their metacognition and contribute to the development of skills of mental self-regulation. Metacognitive knowledge facilitates adequate self-assessment skills and the choice of the most effective strategies of behavior and self-organization of activities.