Tkachuk Olha Volodymyrivna Ткачук Ольга Володимирівна


The theoretical analysis of the researches on the influence of accuracy of metacognitive monitoring on the success of educational activity was carried out in the article. By metacognitive monitoring, we mean the ability to assess the current state of cognitive activity and the focus on tracking whether the subject is correct on the problem posed, and on establishing a level of understanding of the processed material.

When considering the properties of metacognitive monitoring, one should pay attention to its accuracy. The precision of metacognitive monitoring allows an individual to successfully use effective metacognitive strategies to achieve the goals of cognition. This provides an advantage in planning information processing processes and identifying effective strategies in the future.

The judgments of metacognitive monitoring are an important source of student control of cognitive processes during the acquisition of information. Obviously, in the case of excessive assurance, when memorizing the educational material, the student does not pay enough attention to study it, as he mistakenly believes that he has learnt it. However, underestimating its own abilities, the student will spend too much effort and time to process the information.

The main trends in the accuracy of metacognitive monitoring and the success of learning activities are presented by the following assertions: high indicators of monitoring development, measured by various questionnaires, correlate positively with academic achievements and the success of the implementation of knowledge tests; School students and college students who demonstrate more precise metacognitive monitoring of the success of the tests of knowledge, have higher scores on these tests, and also have higher rates of academic performance; School students and college students who demonstrate low performance of knowledge tests, as well as low academic performance, tend to re-evaluate their knowledge.

Keywords: metacognitive processes, metacognitive monitoring, learning activity, overconfidence, underconfidence, calibration.

Accepted: 07.09.2018

Reviewed: 21.09.2018

Published: 12.10.2018

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