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  2. Journal "Development of education"
  3. No 2 (8)
  4. Metacognitive Competence as a Factor of Self-Regul...

Metacognitive Competence as a Factor of Self-Regulation of Students' Educational Activity

Research Article
EDN: PLHEMH DOI: 10.31483/r-74937
Open Access
International academic journal «Development of education»
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Published in:
International academic journal «Development of education»
Author:
Olga V. Bodenova 1
Work direction:
Theoretical and Applied Education Research
Pages:
13-16
Received: 4 March 2020

Rating:
Article accesses:
4294
Published in:
doaj РИНЦ
1 Petrozavodsk State University
For citation:
Bodenova O. V. (2020). Metacognitive Competence as a Factor of Self-Regulation of Students' Educational Activity. Development of education, 13-16. EDN: PLHEMH. https://doi.org/10.31483/r-74937
UDC 159.9

Abstract

The article is devoted to the problem of metacognitive competence formation and self-regulation. The aim of the work is to identify the features of self-regulation of educational activity in metacognitively competent students. The concepts of “metacognitive competence”, “metacognitive knowledge”, “metacognitive regulation”, and “self-regulation” are clarified in the article. Methods of research. The study was conducted at the Institute of Pedagogy and Psychology of FSBEI of HE “Petrozavodsk State University” with freshmen and second year students, studying in the program 44.03.02 “Psychological and pedagogical education”. Methods of studying metacognitive competence and self-regulation were used to test the hypothesis; the data obtained were processed according to the F-test. Analysis of the results of the research showed that metacognitive competent students have a high level of development of the self-regulation system and regulatory properties of personality. The author outlines that among the stylistic features of self-regulation of metacognitive competent students are high level of independence and flexibility, the predominance of orientation to achieve success, activity in setting goals, etc. It is concluded that the results obtained can be used to determine the directions for further study of the relationship between metaprocesses and self-regulation, and the development of programs for the development of self-regulation of students' educational activities.

References

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