METACOGNITIVE MECHANISMS OF SELF-REGULATED LEARNING AND THEIR ROLE IN ACADEMIC SUCCESS

Abstract

The article offers a theoretical analysis of the metacognitive mechanisms involved in self-regulated learning and emphasizes their importance in achieving academic success. It highlights that metacognition–a relatively new yet crucial concept in educational psychology–has a direct relationship with effective learning activities. The study examines five main metacognitive mechanisms: metacognitive knowledge, metacognitive beliefs, metacognitive monitoring, metacognitive control, and metacognitive strategies. Together, these elements create a comprehensive system for self-regulating cognitive activity. Each component is explored through the lens of current empirical and theoretical research from both domestic and international scholars. Special attention is given to metacognitive monitoring, which serves as a vital factor influencing the accuracy of self-perception and the selection of learning strategies. The article also discusses how metacognitive beliefs can either support or hinder the self-regulated learning process, depending on their adaptability. The article also examines the impact of metacognitive control on the allocation of effort and time during learning, the effectiveness of self-testing, and the phenomenon of overestimation of one's success. It is emphasized that metacognitive strategies, such as planning, monitoring, and reflection, are key to the conscious management of learning activities. The article concludes with a generalization that the development of metacognitive mechanisms contributes to the formation of flexible, adaptive, and effective learning, and also outlines directions for further applied research. Although there is a positive correlation between the development of metacognitive mechanisms and academic success, much of the research focuses on correlational methods. These methods do not sufficiently establish cause-and-effect relationships. Therefore, the article calls for further experimental research to investigate the dynamics and effectiveness of metacognitive influences in actual educational contexts.