Abstract
Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.
Highlights
Many cognitive processes become active when students execute different tasks in the process of studying and reading texts
Previous theoretical studies and empirical researches prove that when JOLs are being executed after pausing and not straightaway, the process of monitoring of metamemory of the students is conducted much more accurately
The testing showed that activation of the text comprehension with providing JOLs positively influences their metacognitive accuracy in learning activities, and the incorrect JOLs were caused by poor rating of own comprehension by the students
Summary
Many cognitive processes become active when students execute different tasks in the process of studying and reading texts. They are supposed to analyze all the words and wording, putting them in order which makes sense in the whole sentence, memorize the meaning of a few sentences in long-term memory. Text, analyzing whether they have been understood properly, checking the fragments and continuing reading. These mechanisms play very important role in in text comprehension by students as they enable proper understanding of the texts or parts of the texts. It is possible to note that mostly cognitive psychologists have researched the issues connected with their nature and relation to the student’s learning process and self-regulated learning
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