METACOGNITIVE STRATEGIES AND MOTIVATION OF STUDENT LEARNING

Abstract

Relevance of the proposed issue has been determined by determined by the importance of understanding a personality of the student as a subject of their own self-regulated learning. There has been a scientific need to characterize the concept of self-regulated learning, analyse the features of the use of metacognitive strategies in the learning activities of students. In the article, the author has theoretically analysed the psychological features of use of metacognitive strategies in motivating the learning activity of students. For empirical evaluation of the levels of the educational strategies use and the direction of student motivation, we have used the questionnaires “Learning Strategies” (by S. Kostromina, T. Dvornikova) and “Scales of Academic Motivation” (by T. Gordeeva, O. Sychev, E. Osin).
Theoretical analysis and empirical research have shown a positive correlation between the use of metacognitive strategies and student motivation. As a result of analysing the correlations between metacognitive strategies and motivation, we have drawn the conclusion that learning activities interest students in the presence of intrinsic motivation, and is accompanied by emotional experiences in the use of appropriate metacognitive strategies. The methodological recommendations aimed at the effective application of the motivating strategies of students, as well as the formation of their appropriate learning motivation have been developed.