METACOGNITIVE MONITORING IN ACADEMIC SELF-REGULATION OF FUTURE PSYCHOLOGISTS

Abstract

The article is devoted to the study of metacognitive monitoring as a regulatory resource for academic self-regulation among psychology students. It provides a theoretical analysis of the model of self-regulation processes by B. J. Zimmerman and P. R. Pintrich, the concepts of metacognition by J. H. Flavell, T. O. Nelson, and L. Narens, as well as the mechanisms of the illusion of knowledge in A. Koriat's model. The work of Ukrainian authors, in particular R. V. Kalamazh and M. M. Avgustyuk, who define the illusion of knowledge as a specific error of metacognitive monitoring, is highlighted, and E. M. Balashova substantiates the role of metacognitive monitoring as a determining factor in the success of educational activities and the regulation of cognition. An empirical study conducted on a sample of 57 students of the National University of Ostroh Academy confirmed that metacognitive awareness is associated with autonomous forms of academic self-regulation and can be considered one of the psychological resources for their implementation. In particular, this is demonstrated in connection with Identified Regulation with the Declarative Knowledge subscale (r = 0.501; p ≤ 0.01) and Internal Motivation with the General Metacognitive Awareness Index (r = 0.456; p ≤ 0.01). It was found that maladaptive metacognitive beliefs (NEG) negatively correlate with the relative index of autonomy (r=-0.325), which confirms a decrease in the effectiveness of self-regulation with increasing anxiety. Metacognitive awareness is a factor in the growth of qualitative types of self-regulation, but it is not universal for the Relative Index of Self-Regulation.