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.
Highlights
The current stage of educational development is characterized by a focus on the competencybased approach in the preparation of graduates
We refute the hypothesis according to which senior students have a higher level of formation of reflexive skills at the cognitive level compared to first- and second-year students
When studying reflexive problem-solving strategies with the use of one-factor dispersion analysis of variance ANOVA, we found that, in general, senior students have a higher plane of intelligence in particular on the scale of deep processing of information [F=7.563, p=0.001], where statistically significant high rates were found in third, fourth-year students (M=2.33, SD=0.114), and the lowest among first- and second-year students (M=1.55, SD=0.157), which is confirmed by the indicator of descriptive statistics Indicators on the decision-making scale with a focus on internal standards [F=9.898, p=0.000] are the highest among the third- and fourth-year students (M=2.17, SD=0.167), and the lowest among the first- and second-year students (M=1.86, SD=0.136)
Summary
The current stage of educational development is characterized by a focus on the competencybased approach in the preparation of graduates. Upon graduation, students are expected to possess the various competencies required for further professional activity. Reflection has recently become one of the basic competencies in the education system and has lately been actively studied by scholars along with other concepts such as reflexivity and reflexive abilities. The main function of reflexive competence, as the ability to observe and control one’s own actions and decision-making process, is the most effective and adequate implementation of reflexive processes; the realization of reflexive ability, which provides the process of development and self-evolution, promotes creativity to professional activity and achievement of its maximum efficiency and performance. There is a link between metacognitive monitoring and reflexive competence, and it should be noted that due to the existence of a set of reflexive skills, metacognitive processes can be implemented
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