THE ROLE OF MANAGING EMOTIONS SKILLS IN METACOGNITIVE MONITORING ACCURACY OF THE LEARNING ACTIVITIES IN UNIVERSITY STUDENTS

Abstract

The study examines metacognitive monitoring accuracy of the learning activity of university students in terms of managing emotions skills. The current results continue to expand an investigation of metacognitive monitoring accuracy factors in university students. The main instruments used in the study were the “MSCEIT V 2.0” test and the “EmIn” questionnaire aiming to find out the relationships between the levels of emotional intelligence such as managing emotions skills and metacognitive monitoring accuracy rates. Metacognitive monitoring accuracy was defined as the difference coefficient between subjective assessment of the accuracy of performing (metacognitive judgements rates) and test results. We took into account such profiles of metacognitive activity as: profiles of “MMA+ +” and “MMA− −” rates that denote accurate metacognitive monitoring and profiles of “INK− +” and “IK+ −” rates that denote inaccurate metacognitive monitoring. The results indicate the significance of the empirically established correlations of the medium and high levels between the variables of managing emotions skills according to the “MSCEIT V 2.0” test and metacognitive monitoring accuracy rates in JOLs and RCJs. At the trend level, the students with medium levels of managing emotions skills (“MSCEIT V 2.0”) are more accurate in their judgments, while the students with very high, high, medium, and partially very low levels of managing emotions skills (“EmIn”) are more accurate in their metacognitive judgments. Thus, the results of the analysis found in the study can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and the learning activities in university students in terms of managing emotions skills. A promising direction of research of emotional intelligence of students is the study of the influence of using emotions to facilitate thought skills on metacognitive monitoring accuracy of the learning activities in university students.