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.
Highlights
Reformation of the current national system of higher education, daily increase of received information and necessity of use larger amount of it every day have caused the emerge of negative personal indicators in functional and cognitive spheres of a personality
It is easy to see that students have an average level of academic self-regulation according to the scales of external regulation, introjected regulation and internal motivation
It is obvious that a high level of metacognitive awareness of students has a strong connection with internal motivation (0,916) and identified self-regulation (0,890)
Summary
Reformation of the current national system of higher education, daily increase of received information and necessity of use larger amount of it every day have caused the emerge of negative personal indicators in functional and cognitive spheres of a personality. The issue of the study of metacognitive abilities of the individual is extremely relevant due to the insufficient level of generalization and development of methods for diagnosing the metacognitive sphere of the individual. This issue is especially relevant in the context of studying the intellectual activity of students in the context of their academic success. Given that students’ metacognitive abilities and learning motivation largely determine learning efficiency and success, we find it significantly relevant and appropriate to study the relationship between students’ metacognitive awareness and their academic performance
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