METACOGNITIVE MONITORING IN THE SELF-REGULATED LEARNING PARADIGM
DOI:
https://doi.org/10.18372/2411-264X.2(17).15029Keywords:
learning activity, metacognition, metacognitive monitoring, self-regulated learning, studentsAbstract
The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the role and importance of metacognitive monitoring in the self-regulated learning paradigm of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring and students’ self-regulation that is a quite common problem in the university learning activity. Moreover, we also aim at revealing the diverse approaches to the definition of metacognitive monitoring, specifying the nature of relationship between metacognitive monitoring and metacognitive control. The theoretical and comparative methods of studying the role and significance of metacognitive monitoring in the self-regulated learning paradigm have been taken into account. Thus, we tend to consider metacognitive monitoring as the process of assessing the on-going progress and its results in learning, as well as the current state of students’ particular cognitive activity. The accuracy of metacognitive monitoring judgments strongly affects self-regulated learning. Accurate metacognitive monitoring produces more effective regulation, and this, in turn, leads to improved learning. A noteworthy finding is that through properly organized accurate metacognitive monitoring students can at the metacognitive level study cognitive features of knowledge acquisition and the use of learning strategies. Metacognitive control is also central to metacognition. Both monitoring and control form the basis for many theories of self-regulated learning. Inaccurate monitoring is connected to control decisions that are misaligned to learning requirements or task demands. The presented ideas can expand an investigation of metacognitive monitoring accuracy in the learning activity of university studentsReferences
Avhustiuk, M., Pasichnyk, I., & Kalamazh, R. (2018). The illusion of knowing in metacognitive monitoring: Effects of the type of information and of personal, cognitive, metacognitive, and individual psychological characteristics. Europe’s Journal of Psychology, 14(2), 317–341.
Balashov, E., Pasichnyk, I., & Kalamazh, R. (2018). Self-monitoring and self-regulation of university students in text comprehension. Psycholinguistics, 24(1), 47–62.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445–457.
de Bruin, A. B., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245–252.
Dunlosky, J. & Metcalfe, J. (2009). Metacognition: A textbook for cognitive, educational, life span and applied psychology. USA : SAGE Publications, Inc., 344.
Dunlsky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self-evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271–280.
Isaacson, R. M., Fujita F. (2006). Metacognitive knowledge monitoring and self-regulated learning: Academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39–55.
Ranalli, J. (2018). Inaccurate metacognitive monitoring and its effects on metacognitive control and task outcomes in self-regulated L2 learning. The Electronic Journal for English as a Second Language, 21(4), 1–20.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
Thiede, K. W., Anderson, M. C. M., Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of text. Journal of Educational Psychology, 95(1), 66–73.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice, 277–304.
Zimmerman, B. J. Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64–70
