METACOGNITIVE EXPERIENCE AS A PREREQUISITE FOR DEVELOPMENT OF SELF-REGULATION IN STUDETN LEARNING

Abstract

Psychological features of metacognitive experience as prerequisites for the development of student self-regulated learning have been considered in the article. The metacognitive level of intellectual activities, at which the subject solves the objective contradictions arising in the course of own learning activities, have been characterized. Metacognition has been determined as a process, which includes the subject’s monitoring, regulation and control over own activities. The author has considered an important role of the mechanism of self-regulation in the course of self-regulated learning. The analysis has proved that self-regulation of learning activities occurs when the subject executes its main function – goal-setting; is capable to execute adequate thinking activity on modelling own activities and results; transform own activities in accordance with the created models; overcome obstacles on the personal level for achieving the set goals. 

Theoretical analysis of the scientific works has showed that self-regulation of personality combines the elements of social and psychological personal signs and self-consciousness of personality, as well as the personality’s emotional-behavioral, motivational-volitional, and cognitive-intellectual spheres. The important role of reflexive competency of a subject as a metacognitive component of learning activities has been determined. Metacognitive experience has been described as a necessary prerequisite for the formation and development of a personality’s competence in learning activity, and the importance of reflection of the subject’s intellectual activity in this process has been emphasized. The author has determined the importance of further scientific endeavors in studying the issue of metacognitive experience in the context of self-regulated learning. This would contribute to the complex development of practically focused programs for improving student learning activity; developing the reflexive skills of the subject of cognitive and intellectual activities; structuring of the mental processes of a personality in general