PECULIARITIES OF EFFICIENT METACOGNITIVE MONITORING OF UNIVERSITY STUDENTS’ LEARNING ACTIVITY

Abstrakt

The article is dedicated to the theoretical description of the peculiarities of formation of the skills of efficient metacognitive monitoring of the learning activity of university students. In particular, we highlighted negative impacts of the illusion of knowing in the learning activity of university students such as inadequate self-estimation of the learning results, metacognitive incompetence, inability to estimate actual level of real understanding of students’ own knowledge skills and strategies, inability to differentiate the illusory knowledge and not illusory one, etc. We also provided an analysis of importance of effective metacognitive monitoring skills formation of the learning activity of university students. It is approved that such formation is possible because of stimulation of students’ learning motivation, formation of adequate self-estimation, development of high levels of reflexivity, development of students’ capability of individual estimation of their own activity and its results, development of abilty to provide effective feedback, teaching the ways how to use the processes of metacognitive monitoring with an aim to understand their own attitude towards the learning disciplines and the chosen speciality. Possible perspectives of future investigations of the problem are also described.