THE MAIN ASPECTS OF THE TRAINING PROGRAM “INCREASING METACOGNITIVE MONITORING ACCURACY OF UNIVERSITY STUDENTS’ LEARNING ACTIVITIES BY MEANS OF EMOTIONAL INTELLIGENCE”

Abstract

The article substantiates main characteristics and content of the training program for increasing metacognitive monitoring accuracy of university students’ learning activities by means of emotional intelligence. The tasks of the training program are aimed at forming the skills of perceiving emotions accurately, using emotions to facilitate thoughts, understanding emotions, and managing emotions; imparting students’ acknowledgement about the specifics of metacognitive monitoring accuracy of university learning activities; development of reflexivity, internal learning motivation, metacognitive awareness; students’ awareness of the characteristic features of their own processes of understanding, evaluating and reproducing information; formation of the skills of comprehension and analysis of tasks, understanding of the specifics of the tasks performed.
The tasks of the stages of the developed training program, which consisted of seven blocks, are outlined: introduction, formation of the ability to perceive emotions, formation of the ability to use emotions to facilitate thoughts, formation of the ability to understand and analyze emotions, formation of the ability to manage emotions, formation of reflexivity and metacognitive awareness, as well as formation of skills for metacognitive monitoring accuracy of university students’ learning activities. The proposed training program will help students to perceive, evaluate and express emotions and related needs of physical and mental state and appearance; use emotions to increase efficiency of thinking and activities; understand and analyze emotional information; consciously manage emotions for personal growth and improvement of interpersonal relationships; flexibly approach the setting of the learning goals, monitor and control one’s own cognitive activity, use independent planning during learning.
Moreover, the article describes the results of the testing of the training program. A strong evidence of its efficiency and effectiveness is the absence of statistically significant differences in the control group, as well as positive shifts in students’ implementation of more accurate metacognitive judgments while performing the tasks of the experiment.
A promising direction of research of emotional intelligence is the study of the peculiarities of its influence on metacognitive monitoring accuracy of the learning activities in students of higher education.