Метакогнитивная включенность в системе психической саморегуляции студентов

Research output


The goal of the research is to study the role of metacognitive awareness in the self-regulation of mental activity among the Russian speaking sample. We realized an empirical research where we tried to identify and describe the self-regulation strategies of students' mental activity in their learning activities. The first objective was to describe the connection between the indicator of metacognitive inclusion and the parameters of self-regulation such as self-organization of activity, emotional intelligence, and reflectivity. The second objective was to clarify the scale structure of the questionnaire by G. Schraw and R.S. Dennison in the adaptation of A.V. Karpov. The last objective was to research the connection between the detected scales and parameters of mental self-regulation.
To assess the parameters of self-regulation mental activity the following methods were used: The Self-organization of Activity Questionnaire developed by E. Mandrikova (2010); The differential reflectivity test developed by D. Leontiev (2014); The Emotional Intelligence Questionnaire developed by D. Lyusin (2004). The assessment of the metacognitive awareness was done with the questionnaire "Metacognitive Awareness Inventory" developed by G. Schraw and R.S. Dennison, adapted by A. Karpov and I. Skityaeva (2005). The study involved 178 second-year students of St. Petersburg State University. The data was analyzed using means, standard deviations, correlation, and factor analysis.
The correlation was found between metacognitive awareness and indexes the self-organization of activity "Purposefulness" and "General Indicator" and the emotional intelligence inventory scales "Interpersonal emotional intelligence", "Intrapersonal emotional intelligence", "Emotion Comprehension", "Emotion Management". The scale structure of the questionnaire "Metacognitive Awareness Inventory" was identified, the five factors that found the connection with the parameters of mental self-regulation were described.
We identified a close relationship between the indicators of metacognitive awareness in the process of activity with the parameters of emotional intelligence and self-organization of activity. Metacognitive inclusion and systemic reflection did not reveal interconnections, it can be explained by the different nature of these psychological categories. The scale structure of the questionnaire "Metacognitive Awareness Inventory" expands the theoretical understanding of metacognitive processes and opens new research opportunities, in a practical way.
Translated title of the contributionMetacognitive Awareness in the System of Students Mental Self-Regulation
Original languageRussian
Pages (from-to)126-140
Issue number73
Publication statusPublished - Sep 2019

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