KEY COMPETENCIES THROUGH SELF-REGULATED LEARNING, MOTIVATION AND METACOGNITION IN SCHOOL LEAVERS

Abstract

The article ensures a theoretical analysis of the importance of key competencies in self-regulated learning of school leavers in relation to metacognition and motivation. It provides evidence regarding the necessity of self-regulated learning in school leavers. The role of teachers in forming metacognitive skills and motivation is also specified in the article. The importance of using intrinsic motivation instead of extrinsic one in educational process is emphasised.