Peculiarities of Metacognitive Awareness in the Students’ Training

Abstract

The aim of the article was to analyze theory and to research empirically metacognitive awareness of students in training. In the article, we have analyzed theory and diagnosed empirically the levels of metacognitive awareness (involvement in activity) of students in the process of their training at the university. The methods of our research included theoretical analysis of the present conceptual studies of the phenomenon of metacognitive awareness and empirical evaluation of its indicators with the use of the questionnaire «Metacognitive Awareness Inventory» by G. Schraw and R. Dennison (adapted by A. Karpov and I. Skytiaieva). We also used the D. Everson’s questionnaire of metacognitive characteristics of personality, and in particular the scale of metacognitive involvement in activity. Results of the research allow us to conclude that in the individual work with students it is advisable to use the Metacognitive Awareness Inventory by G. Schraw and R. Dennison, adapted by A. Karpov and I. Skytiaieva, and the Everson’s questionnaire «Metacognitive Characteristics of a Personality». These methods allow to identify students with either very low or low levels of metacognitive awareness, and find out, which metacognitive processes that are important for the efficiency level they do not use, but potentially can use. In the article, the results of the theoretical analysis and empirical research of the issue of metacognitive awareness have been presented. The author has provided data on the levels of metacognitive awareness (involvement in activity) of students, among them the average level has significantly prevailed. The data obtained with the use of the two methods can improve the efficiency of the use of relevant materials in the educational process based on the general analysis results of the metacognitive element, which students use most often. Conclusions. According to the results of the research, we can conclude that identification and analysis of metacognitive awareness of students can be an effective tool for the pedagogues, which would consider individual characteristics of students and appropriately build their activity focused at improvement of their own metacognitive knowledge and skills. This is important in the context of the attitude towards students as the subjects of their own cognitive activity.

Keywords

• metacognition
• metacognitive awareness
• metacognitive involvement into activity
• metacognitive knowledge
• metacognitive processes
• educational activity
• students