INDICATORS OF METACOGNITIVE ACTIVITY AND SPECIAL FEATURES OF MOTIVATION OF STUDENTS

Abstract

This article substantiates the interconnection between metacognitive activity and special features of motivation of students. It is shown that students who seek to control their cognitive processes have a higher level of intrinsic motivation (learning activity is governed by their own choice and interest in learning). It was found that metacognitive functions of students can also be regulated by external motivation (the desire to receive a reward or the fear of punishment). It was found that although extrinsic motivation is traditionally considered as a less favourable factor (compared to intrinsic motivation), in terms of achieving success in various types of activities the obtained results allowed to suggest that the development of metacognitive activity is regulated even under condition of dominance of the extrinsic motivation.