THE RELATIONSHIP BETWEEN THE STYLE FEATURES AND METACOGNITIVE CONTROL’S FEATURES IN STUDENT LEARNING ACTIVITIES

Abstract

The article deals with the relationship between the stylistic and metacognitive  features of control in students’ learning activity. The analysis of the methods of metacognitive control and its component characteristics and mechanisms that accompany was performed. The article presents with complex of diagnostics of metacognitive control. Stylistic features of metacognitive control are the typical and most significant individual characteristics for people to organize and manage their regulatory activity; those include the task planning skills, situation modeling, programming operations, selection of metacognitive strategies, performance evaluation, correction of activities carried out to achieve the goal. The structure of metacognitive control include following stylistic features: motivational, emotional, cognitive and behavioral. The article emphasizes the importance of taking into account the reflectivity in study of metacognitive control. Reflexivity serves as a basic component of regulatory metacognition; because reflexivity functions as a combination of reflective skills authors consider it as a wider phenomenon than reflective process itself. Contrariwise, as a process of operational self-regulation reflexivity includes metacognition process as one of its forms.

Keywords: stylistic features, metacognitive features, metacognitive control, reflexivity,  students’ learning activities.

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