Metacognitive Level Research Articles

Education 4.0

Education 4.0 is a revolutionary response to the 4IR (fourth industrial revolution). Education is a tool for societal development. Automation and digitalization of industry have given an edge to human potential, and to tap it, education 4.0 comes to the fore. Now, the objective of education is to explore the learning process to its fullest and create a constantly evolving learning community in place of a knowledge-based community. The whole education system, from objectives to evaluation, has changed drastically. The learning process has reached up to the meta-cognition level of the brain. Today's key factors of this process are re-inventing the objective, re-skilling & re-assessing the evaluation process, and achieving a new pinnacle and dimension of learning. Education 4.0 is aimed towards Generation-Z which has completely different aspirations and expectations. Soft skills also gain importance along with hard skills. Creativity, emotional intelligence, social interest skills are a must for the new and evolving professions of the future. The role of the teacher will be that of a facilitator and students will take the helm in his/her learning chariot.

English

This study aims to determine the effect of learning activities conducted in accordance with the phenomenon-based learning approach on the metacognitive awareness level of students. Pre-test and post-test control group design of the experimental method was used. The application of the study was carried out in a sample of 60 students studying in the 7th grade of middle school in the 2019-2020 academic year. While "phenomenon-based learning approach" was implemented in the experimental group, traditional teaching was used in the control group. In this research, as data collection tool "metacognitive awareness" scale was used. The scores of the experimental and control groups obtained from the scale were compared to the dependent groups with the t-test, and when there was a significant difference between the students' pre-test scores and post-test scores, the effect size of the difference was found by looking at the Cohen's d value. In addition, when the pre-test scores of the students in the experimental group and the control group were taken under control, covariance analysis was conducted to determine whether there was a significant difference according to the post-test scores. According to the indications obtained at the end of the research teaching activities conducted in accordance with the phenomenon-based learning approach provided significant differences in the metacognitive awareness levels of the students in favor of the experimental group.   Key words: Phenomenon-based learning, metacognition, metacognitive awareness.

The effect of metacognitive awareness on academic success

In fact, there are several variables affecting an individual’s academic achievement. However, in this study, it was aimed to investigate possible effects of metacognitive awareness level on academic achievement. The population of the research included 314 pre-service teachers studying at the faculty of education. A descriptive survey method was employed for the study. It was found that the pre-service teachers, participating in the research had a high level of metacognitive awareness. The pre-service teachers’ levels of metacognitive awareness did not differ by gender. It was concluded that academic achievement influenced their levels of metacognitive awareness positively. It was also found that the pre-service teachers were capable of making predictions, planning, monitoring and evaluating about their own cognitive activities. In addition, it was revealed that the subjects knew which learning methods were effective and which were not, and that they had the skills of planning, using and monitoring an approach that they expected to be successful for a task they encountered. In the context of these findings, some implications on the development of pre-service teachers’ metacognitive awareness were discussed.

Use of Exam Wrapper Metacognitive Strategy to Promote Student Self-assessment of Learning: An Integrative Review.

Metacognitive knowledge and regulation are critical to nursing students who must apply knowledge to rapidly changing and complex conditions. Exam wrappers assist learners to consider past study habits with the goal of improving future exam preparation. However, little is known about use of exam wrappers in nursing education. The purpose of this integrative review was to describe the disciplines, populations, courses, specific strategies, and outcomes of the exam wrapper strategy. A systematic literature search of peer-reviewed publications was completed in any discipline using exam wrappers. Ten academic disciplines of primarily introductory students completed exam wrappers with positive effects on course and exam grades, as well as metacognition, and noted changes in future study habits. The exam wrapper strategy has been successfully implemented with improvements in course and exam grades, levels of metacognition, and changes in future study habits.

Metaphor can influence meta-thinking and affective levels in guided meditation

Inducing a state of meditation through conceptual metaphors used in the language of guided meditation instructions can have distinctive effects on well-being and meta-thinking. We hypothesized that the use of novel deliberate metaphor in the instructions of a guided meditation in which participants are invited to pay attention to thoughts would help novice meditators increase their meta-thinking activity and change their affective state during a guided meditation session. We conducted a study to test this hypothesis, using four experimental conditions (novel deliberate metaphor, conventional deliberate metaphor, non-metaphorical, silence) in micromeditation sessions with 324 university students. Results validate the instructions exploiting novel deliberate metaphor to activate meta-thinking activity and improve the affective state. These findings enhance our understanding of the short-term effects of guided meditation instructions, particularly regarding how the use of conceptual metaphor in the language of instructions can influence the meta-cognitive and affective levels of meditators, and open new directions both in applied metaphor studies and meditation research.

МЕТАКОГНІТИВНІ СТРАТЕГІЇ ТА ЇХ ЗАСТОСУВАННЯ ПРИ ВИВЧЕННІ АНГЛІЙСЬКОЇ МОВИ ФАХОВОГО СПРЯМУВАННЯ У КОНТЕКСТІ ДИСТАНЦІЙНОГО НАВЧАННЯ

The article deals with metacognition as the notion in general and its strategies in particular implemented into the ESP course since online education has revealed the importance of some distance learning aspects, metacognitive strategies being part of them. The latest research and publications analysis prove that in spite of the fact that metacognition has been much researched and implemented into teaching and learning in EFL/ESL classroom concerning a foreign language it has not been deeply considered with regard to ESP. The article is aimed at focusing on metacognition and the corresponding strategies in terms of ESP, metacognitive monitoring, self-regulated studies in the framework of online education. The notion of metacognition being defined as ‘thinking about one’s thinking’ and in a wider sense treated as ‘awareness or analysis of one's own learning or thinking processes’ is applied to plan, monitor, and assess one’s understanding and performance. It comprises a person’s awareness of oneself not only in terms of his/her thinking and learning but also of seeing himself/herself as a thinker and learner. Thus, there exists mutual correlation between students ’ success and their metacognitive knowledge: the higher level of metacognition, the better educational outcome and vice versa. Developed metacognitive skills enhance learners’ motivational perspective, increase their ability to clearly understand objectives and tasks set enabling them to study and master new material faster due to efficient approaches used and proper strategies applied which is especially important for online learners as it requires considerable control and time management in a limited time frame for the ESP course and mixed grouping. The above mentioned findings have proved to be worth further focusing on being crucial from the point of view of ESP metacognitive strategies for regulating students ’ educational process, conducting metacognitive monitoring as well as performing self-regulated learning which is ofparticular importance under current circumstances in the framework of online education.

Analisis Tingkat Metakognisi Peserta Didik dalam Memecahkan Masalah Matematika

Metacognition is the students awareness about their thought processes and monitoring their thought processes. One of thought processes which referred is problem solving ability. In problem-solving the students were different levels of metacognition. Level of metacognition consists of tacit use, aware use, strategic use, dan reflektive use. The purpose of this study was to determine the level of metacognition of students in solving problems and the relationship between mathematical problem solving abilities and the level of metacognition. The research was conducted by giving test instruments to 23 sample students. This research was a descriptive research with qualitative and quantitative approaches. Qualitative data analysis used flow models method with the stages of data reduction, data presentation and drawing conclusions. Furthermore, quantitative data analysis used spearman rank correlation. After the data analysis process, the results of the research were metacognition level of class IX students consisting of tacit use, aware use, and strategic use with percentages of 80%, 15%, and 5%. Furthermore, relationship between problem solving ability and the level of metacognition are in the very high category with a correlation coefficient of 0.68. Therefore, when the problem-solving ability increases, the level of metacognition also increases.

Pengembangan Instrumen Tes Pengetahuan Metakognitif pada Materi Pokok Asam Basa

The objective of the study is to examine the quality of metacognitive knowledge test instrument on Acid-Base subject. The metacognitive knowledge is a deep awareness and understanding on the process and product of cognition possessed by the students. This study is a Research and Development (R&D) using Plomp’s development model which consisted of 5 stages, namely (1) initial investigation stage, (2) design stage, (3) realization stage, (4) test, evaluation, and revision stage, and (5) implementation stage. The test subject of the research was grade XI MIPA 1 at SMAN 1 Makassar with 33 students. The result of the content of questions validity based on the three experts confirmed as valid with CVI value 1 in very appropriate category. The test result of students’ response questionnaire is stated as meet the criteria because it indicates positive response by 77.78%. The analysis result of items validity is stated as valid category, rcount (Corrected Item Total Correlation) > rtable by 0.344; whereas, the items reliability is stated as reliable with the value of 0.827 which is in high category. The analysis of the average difficulty level of items is 0.61 with moderate criteria. The test instrument of distractor power shows good category with the average 0.44. The analysis result of the students’ metacognitive knowledge level obtains the average of good category by 66.47%.

Creative potential in flux: The leading role of originality during early adolescent development

Divergent thinking can approximate creative potential of individuals and provide a valid way to understand the creative thinking process and creative development. Still, little is known about how the primary factors that make up divergent thinking—fluency, flexibility, and originality—develop during the early stages of adolescence. The dual pathway model suggests that creativity can emerge from both persistence and cognitive flexibility pathways. This study addresses current gaps about this theory, and tests the dual pathway model at the level of both creative ideation tasks and developmental change across time using the random intercepts cross-lagged panel model. That model controls for the autoregression effect of prior level on subsequent score as well as the effect of one factor on change in another. The results suggest that originality and fluency remain relatively stable from Grades 6–8, while flexibility increases from Grade 7–8. Within each wave, fluency showed the only positive relation with originality, suggesting the persistence pathway may be primary during early adolescence. Neither pathway explained developmental change. Originality influenced increase in flexibility and fluency, and that increase flexibility influenced further increase in fluency. Originality contributed to higher levels of creative illustration, creative self-efficacy, and creative self-concept. Fluency led to higher levels of creative metacognition. Developing ideas that are high in originality requires effort, time, practice, and strategy across different contexts. Formal learning opportunities to develop affect and skills for originality in ideas may converge with developmental advantages for creative potential in early adolescence, supporting students’ self-beliefs, metacognition, and cognition related to creativity.

Students’ creative thinking skills in solving mathematics higher order thinking skills (HOTS) problems based on online trading arithmetic

Online trading arithmetic is a new learning that is used to improve students’ creative thinking skills in solving mathematics higher order thinking skills problems. Besides, it can also improve students’ entrepreneurship skills. The learning process online trading arithmetic uses several market place applications such as Shopee, Bukalapak, and Tokopedia in which many online sellers offering the same item at different price. In addition, there are many possibilities to change the price of an item so students are interested in getting the best price for maximum profit. This research aimed to determine the differences of students’ level of creative thinking in solving mathematics Higher Arithmetic Order Thinking Skills (HOTS) problems after the learning of online trading arithmetic. This research employed a descriptive method with a qualitative approach. The research subjects were junior high school students consisting of 20 students which was divided into two groups; the control and experimental groups. The control group received regular arithmetic learning (control class) while the experimental group received online trading arithmetic (experimental class). The results of this research indicated that: (1) the level of students’ creative thinking skills in solving mathematics HOTS questions in the experimental group showed the majority of students are in the creative category, while in the control group was less creative; (2) the metacognitive level of the majority of students at MTs Miftahul Huda Muncar Banyuwangi was at level 3 (aware use) for the experimental group while it was at level 2 (aware use) for the control group; (2) the result of statistical analysis showed the significance value of Sig. (2-tailed) was 0.00 < 0.05; it can be concluded that the implementation of online trading arithmetic learning had a significant effect on students’ creative thinking skills; moreover, (3) there was an effect of the students’ metacognition level on their creative thinking abilities, which indicated that the higher the students’ metacognition level, the higher their creative thinking level.

Does Guided Inquiry enhance learning and metacognition?

&#x0D; &#x0D; &#x0D; Research carried out at Loreto Kirribilli, a Catholic independent secondary school in Sydney, Australia, in 2014 demonstrates that Guided Inquiry scaffolding enhances learning and metacognition. Students undertaking the Historical Investigation in Year 11 develop an interest in an area of Ancient or Modern history, explore it, develop an inquiry question, and answer it in an essay. The Ancient History class was scaffolded by Guided Inquiry curriculum design and support, while the Modern History class conducted their investigation independently. Deep learning was evident in the questions asked and the answers written in the Ancient History essays. There is evidence of a difference in quality in the questions asked and answered by Modern Historians. It would appear that the scaffolding of Guided Inquiry has enhanced learning, while recognizing the effect an excellent teacher has on already high achieving students. Ancient history students also demonstrated a high level of metacognition in their reflections.&#x0D; &#x0D; &#x0D;

THE EFFECTS OF COACHING AND MENTORING ON METACOGNITION KNOWLEDGE AMONG MALAY LANGUAGE TEACHERS IN SABAH, MALAYSIA

This study was conducted to examine the relationship between coaching and mentoring guidance and the levelof metacognition among Malay language teachers. In 2013, the Ministry of Education Malaysia implemented the District Transformation Programme as a pilot project before it was expanded nationwide in the following year.This step was taken to empowerteachers through the School Improvement Specialist Coaches (SISC) programmethat develop the teachers’ competencies, metacognition and expertise. Using a quantitative approach, the study analysed data were collected from 186 teachersteach in the Tuaran district, Sabah. Study data were analyzed using descriptive and inference analysis. Overall, the findings show that the level of coaching and mentoring is high, thus illustrating that teachers are ready to receive coaching and mentoring guidance in order to develop metacognition ability as well as to improve their teaching and learning performance. Although not entire coaching and mentoring items have a significant relationship in terms of teachers’ metacognition, there is a significant relationship between coaching and mentoring guidance and teachers’ metacognition in terms of declarative knowledge element.

Metacognitions of Senior High Students in Solving Mathematics Problems

This is an ethnographic qualitative research of which three main objectives are to describe the 1) advanced, 2) intermediate, and 3) low metacognition levels in solving mathematics problem. In conducting the research, purposive sampling technique was used to determine the research subjects that were the students (i.e. the students with advanced, intermediate, and low metacognition levels) of X IPA 3 class of SMA Negeri 2 Surakarta. The data were collected through observations, documentations, and interviews in which the data validity was measured using triangulation between the sources and the methods used. Afterwards, the data were analyzed inductively. The results of this research suggested that: 1) students with advanced metacognition level are able to perform all the characteristics of awareness aspect in indicator A1, three characteristics of evaluation aspect of indicator E1, and two characteristics of regulation aspect in indicator R1, 2) students with intermediate metacognition level are able to perform four characteristics of awareness aspect in A1, two characteristics of evaluation aspect in E1 indicator, and two characteristics of regulation aspect in R1, 3) students with low metacognition level are able to perform two characteristics of awareness aspect in A1, two characteristics of evaluation aspects in E1, and one characteristic of regulation aspect in R1.

Incorporating Human–Animal Interaction Into Academic Stress Management Programs: Effects on Typical and At-Risk College Students’ Executive Function

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human–animal interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (Β = 4.74, p = .018) and metacognition (Β = 4.88, p = .013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (ΒGlobal EF = 4.48, p = .028; ΒMetacognition = 5.31,p = .009). Since evidence-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.

نمذجة العلاقات بین الدافعیة الأکادیمیة وما وراء المعرفة والنهوض الأکادیمی لدى طلبة المرحلة الثانویة. Modeling Relationships among Academic Motivation, Metacognition and Academic Advancement Among Secondary School Students

هدف البحث الحالي إلى الکشف عن العلاقات المتبادلة بين الدافعية الأکاديمية وما وراء المعرفة والنهوض الأکاديمي لدى طلبة المرحلة الثانوية ، وذلک من خلال نمذجة العلاقات باستخدام تحليل المسارات وتحديد الفروق بين الذکور والإناث وتکونت عينة البحث من (127) طالبا وطالبة من المرحلة الثانوية ، بمتوسط عمري قدره (17.88)، وانحراف معياري (0.92) واستخدمت الدراسة الأدوات التالية: مقياس الدافعية الأکاديمية إعداد (محمد الشلالفة، 2017)، مقياس ما وراء المعرفة إعداد (منى إبراهيم، 2012)، مقياس النهوض الأکاديمي (إعداد الباحث)، وتوصل البحث بعد مطابقة نموذج تحليل المسار المقترح وبيانات عينة البحث في العلاقات بين الدافعية الأکاديمية وما وراء المعرفة والنهوض الأکاديمي، الى مجموعة من النتائج تتمثل في: وجود تأثيرات مباشرة ودالة إحصائيا بين الدافعية الأکاديمية وأبعاد النهوض الأکاديمي (الکفاءة الذاتية/ التحکم)، وجود تأثيرات مباشرة ودالة إحصائيا بين ما وراء المعرفة وأبعاد النهوض الأکاديمي (الکفاءة الذاتية/ التحکم)، وجود تأثيرات مباشرة ودالة إحصائيا بين الدافعية الأکاديمية وما وراء المعرفة، عدم وجود تأثيرات دالة إحصائيا بين الدافعية الأکاديمية وأبعاد النهوض الأکاديمي عن طريق ما وراء المعرفة کمتغير وسيط ماعدا بعد التحکم، کما کشفت نتائج البحث عن تشابه نموذج تحليل المسار للعلاقات بين الدافعية الأکاديمية وما وراء المعرفة والنهوض الأکاديمي بين الذکور والإناث. The aim of this study was to unveil the relationship among academic motivation, metacognition and academic advancement among high school students by modeling causal relationships using path analysis between the variables of the current study and identifying the differences in measuring the level of academic motivation, metacognition and academic advancement according to the variable of gender (male/female). To achieve this aim, the study sample consisting of (127) male and female high school students completed a set of tools, namely an academic motivation scale (Developed by: Muhammad al-Shalalfa, 2017), metacognition scale (Developed by: Mona Ibrahim, 2012), academic advancement scale (Developed by the researcher). The results showed matching the proposed path analysis model and research sample data regarding the different relationships between academic motivation, metacognition and academic advancement. The results also showed that there are direct impact and statistically significant effects between academic motivation and the dimensions of academic advancement (self-efficacy /control). There are direct impact and statistically significant effects between metacognition and the dimensions of academic advancement (self-efficacy / control). There are direct and statistically significant effects between academic motivation and metacognition. The results of the study showed that there was no statistically significant effect of the interaction between the scale of academic motivation and academic advancement when metacognition is a mediating variable, except the item of control. The results of the research revealed the similarity of the path analysis model for the relationships between academic motivation, metacognition and academic advancement between males and females.

Co-occurring Deficits in Clinical and Cognitive Insight in Prolonged Schizophrenia-Spectrum Disorders: Relationship to Metacognitive Deficits.

People diagnosed with schizophrenia have been broadly observed to experience deficits in clinical and cognitive insight; however, less is understood about how these deficits are related. One possibility is that these deficits co-occur among people when other deficits in cognition are present, such as in executive function, social cognition, and metacognition, which may either promote the development of both forms of poor insight or allow one to negatively influence the other. To explore this possibility, we conducted a cluster analysis using assessments of clinical and cognitive insight among 95 adults with a schizophrenia spectrum disorder. As predicted, this analysis yielded a group with concurrently poor clinical and cognitive insight (n = 36). Additional groups were found with concurrently good clinical and cognitive insight (n = 28) and poor clinical insight and good cognitive insight (n = 31). Groups were then compared on assessments of executive function, social cognition, and metacognition. The group with concurrently lower levels of cognitive and clinical insight had significantly poorer metacognition relative to the other groups. In particular, they tended to form more fragmented and less integrated ideas about themselves and others. No differences were found for executive function or social cognition. The result may suggest that while clinical and cognitive insight is partially orthogonal phenomena, relatively lower levels of metacognition, or difficulties forming integrated ideas about oneself and others, maybe a condition leading to the confluence of lower clinical and cognitive insight. Interventions targeting metacognition may be of particular use for this group.

Features of the Relationship Between Metacognitive Monitoring and Metacognitive Control

The research studies the peculiarities of the relation between metacognitive monitoring and metacognitive control. The study focuses on some theoretical and methodological aspects of the relationship between metacognitive monitoring and control. The article presents an analysis of metacognitive monitoring and control concepts, their distinct functional features, the processes of their functioning, and the peculiarities of the interaction between these components of metacognition. Metacognitive monitoring as a subjective assessment of one's own cognitive processes and knowledge cannot be considered separately from metacognitive control over the strategic regulation of cognitive operations and resources. As a result, metacognitive monitoring processes are an important condition for updating metacognitive control. Thanks to properly organized highly effective metacognitive monitoring, students can at the metacognitive level study cognitive features of knowledge acquisition and use appropriate learning strategies. With the help of metacognitive control, students can use metacognition to regulate their own activities at the cognitive level. The need to study the features of this interaction was due to the importance of continuing the theoretical analysis of the basics of metacognitive monitoring, substantiation of its components, clarifying of the relationship with the effectiveness of educational activities and etc. The results of the theoretical analysis found in the study play a significant role in this relationship understanding. We can assume that the results of the theoretical analysis found in the study play a significant role in the process of understanding such issues.

Özel Yetenekli Öğrencilerin Matematik Öğretimi Sürecinde Üstbilişsel Bilgi ve Becerilerinin İncelenmesi

Gifted students can choose the most appropriate strategy, organize environmental factors to achieve their goals. And these students can check whether they have achieved their goals at the end of the learning process. These characteristics are associated with the concept of metacognition. Students who have high level of metacognition skills, use different strategies in their learning processes. They control the process by deciding which strategy will be appropriate in which situation. The aim of this study is to examine the development of metacognitive processes of gifted students by teaching metacognition in the subject of complex numbers. The method of the study is case study. The study group consists of 3 gifted students studying at BILSEM. In this study,12 week application process was carried out by one of the researchers. In the study, metacognitive knowledge and skills of gifted students were examined with activities related to complex numbers. The examination of the development of metacognitive knowledge and skill levels of gifted students was carried out with interview questions after the activities. The data were evaluated based on the analysis framework created by using the studies on metacognition. Students’ conditional knowledge sub-component was obseerved as the lowest level of knowledge of cognition components. It was observed that the levels of sub-components for the regulation of cognition component were higher than planning. A longer application for metacognition teaching to provide the possibility of showing the sequence of metacognitive activities.

METACOGNITIVE MONITORING IN THE SELF-REGULATED LEARNING PARADIGM

The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the role and importance of metacognitive monitoring in the self-regulated learning paradigm of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring and students’ self-regulation that is a quite common problem in the university learning activity. Moreover, we also aim at revealing the diverse approaches to the definition of metacognitive monitoring, specifying the nature of relationship between metacognitive monitoring and metacognitive control. The theoretical and comparative methods of studying the role and significance of metacognitive monitoring in the self-regulated learning paradigm have been taken into account. Thus, we tend to consider metacognitive monitoring as the process of assessing the on-going progress and its results in learning, as well as the current state of students’ particular cognitive activity. The accuracy of metacognitive monitoring judgments strongly affects self-regulated learning. Accurate metacognitive monitoring produces more effective regulation, and this, in turn, leads to improved learning. A noteworthy finding is that through properly organized accurate metacognitive monitoring students can at the metacognitive level study cognitive features of knowledge acquisition and the use of learning strategies. Metacognitive control is also central to metacognition. Both monitoring and control form the basis for many theories of self-regulated learning. Inaccurate monitoring is connected to control decisions that are misaligned to learning requirements or task demands. The presented ideas can expand an investigation of metacognitive monitoring accuracy in the learning activity of university students

Reflexive Competence in Metacognitive Monitoring of Learning Activity of HEI Students

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 &amp; 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.