The relation of metacognitive involvement with personal intellectual assets and the development of universal competences of students


Cite item

Full Text

Abstract

The paper discusses why having preserved and sometimes high-level intelligence, a person is not always successful in educational activities. According to the studies, planning and monitoring skills and the skill to control the process of own activity (metacognitive involvement) can determine success in learning. This work aims to study the relations between metacognitive involvement and the personal intellectual resources of students. The authors based the research methodology on structural equation modeling (SEM). The study involved 140 respondents – senior class students of schools and universities. The study showed the existence of positive relations between metacognitive involvement, universal competencies, and personal intellectual resources. The authors identified that women had higher cooperation indicators than men; the students of humanitarian training programs had higher communication indicators; academic performance indicators were low-positively associated with metacognitive involvement. The authors conclude that metacognitive processes and qualities are associated with the general abilities of a person, the structure of which involves metacognitive components. As a result of factor analysis, the authors developed a two-factor model: Metacommunication (F1 factor), which indicates individual intellectual resources and universal competencies, manifested in activity and communication, and Cognitive abilities (F2 factor), manifested in thinking. The study identified the relations between the academic success indicators, factors of metacognitive involvement, and metacommunications of students.

About the authors

Margarita Leonidovna Melnikova

Ural State Pedagogical University, Yekaterinburg

Email: shkolasamorazvitia@mail.ru

PhD (Psychology), Associate Professor, assistant professor of Chair of General Psychology and Conflict Studies

Russian Federation

Olga Anatolyevna Chikova

Ural State Pedagogical University, Yekaterinburg

Author for correspondence.
Email: chik63@mail.ru

Doctor of Sciences (Physics and Mathematics), Associate Professor, chief researcher

Russian Federation

Lyudmila Aleksandrovna Maksimova

Ural State Pedagogical University, Yekaterinburg

Email: maximova70@mail.ru

PhD (Pedagogy), Associate Professor, Director of the Institute of Psychology

Russian Federation

References

  1. Schraw G., Dennison R.S. Assessing meta cognitive awareness. Contemporary Educational Psychology, 1994, vol. 19, no. 4, pp. 460–475. doi: 10.1006/ceps.1994.1033.
  2. Perikova E.I., Lovyagina A.E., Byzova V.M. Metacognitive strategies of decision making in educational activities: efficiency in higher education. Science for Education Today, 2019, vol. 9, no. 4, pp. 19–35. doi: 10.15293/2658-6762.1904.02.
  3. Perikova E.I., Byzova V.M. Mental self-regulatory system of educational activities: metacognitive approach. Sibirskiy psikhologicheskiy zhurnal, 2021, no. 79, pp. 15–29. doi: 10.17223/17267080/79/2.
  4. Byzova V.M., Perikova E.I. Metacognitive involvement as a personal resource of the students’ learning activity. Psikhologiya metakognitivizma: vyzovy sovremennosti. Sankt Petersburg, Skifiya-print Publ., 2020, pp. 83–89.
  5. Karpov A.A. Obshchie sposobnosti v strukture metakognitivnykh kachestv lichnosti [General abilities in the structure of metacognitive qualities of personality]. Yaroslavl, YarGU Publ., 2014. 272 p.
  6. Karpov A.A. Fenomenologiya i diagnostika metakognitivnoy sfery lichnosti [Phenomenology and diagnostics of metacognitive sphere of personality]. Yaroslavl, YarGU Publ., 2016. 208 p.
  7. Bodenova O.V. Metacognitive competence as a factor of self-regulation of students' educational activity. Razvitie obrazovaniya, 2020, no. 2, pp. 13–16. doi: 10.31483/r-74937.
  8. García C.F., Sánchez M.D.P., Martínez P.B., García M.R.B. Validity and reliability of the multiple intelligences assessment instruments in the pre-school and primary school. Psicothema, 2004, vol. 16, no. 1, pp. 7–13.
  9. Armstrong T. Multiple Intelligences in The Classroom. 3rd ed. USA, ASCD Member Book Publ., 2009. 246 p.
  10. Jong M.S., Geng J., Chai C.S., Lin P.-Y. Development and predictive validity of the computational thinking disposition questionnaire. Sustainability (Switzerland), 2020, vol. 12, no. 11, article number 4459. doi: 10.3390/su12114459.
  11. Cogliano M.C., Bernacki M.L., Kardash C.M. A metacognitive retrieval practice intervention to improve undergraduates’ monitoring and control processes and use of performance feedback for classroom learning. Journal of Educational Psychology, 2021, vol. 113, no. 7, pp. 1421–1440. doi: 10.1037/edu0000624.
  12. Kallio H., Virta K., Kallio M. Modelling the Components of Metacognitive Awareness. International Journal of Educational Psychology, 2018, vol. 7, no. 2, pp. 94–122. doi: 10.17583/ijep.2018.2789.
  13. Hughes A.J. Measuring Metacognitive Awareness: Applying Multiple, Triangulated, and Mixed-Methods Approaches for an Encompassing Measure of Meta cognitive Awareness. Journal of Technology Education, 2019, vol. 30, no. 2, pp. 3–20. doi: 10.21061/jte.v30i2.a.1.
  14. Gutierrez de Blume A.P., Montoya D.M. Differences in Metacognitive Skills Among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 2021, vol. 30, no. 1, pp. 111–130. doi: 10.15446/rcp.v30n1.88146.
  15. Veenman M.V.J., Van Hout-Wolters B.H., Afflerbach P. Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 2006, vol. 1, no. 1, pp. 3–14. doi: 10.1007/s11409-006-6893-0.
  16. Cansoy R. 21st Century Skills according to international frameworks and building them in the education system. Journal of the Human and Social Science Researches, 2018, vol. 7, no. 4, pp. 3112–3134. doi: 10.15869/itobiad.494286.
  17. Van Laar E., Van Deursen A.J., Van Dijk J.A., De Haan J. The sequential and conditional nature of 21st-century digital skills. International Journal of Communication, 2019, vol. 13, pp. 3462–3487. doi: 10.1037/t73734-000.
  18. Ostapenko D.I. On the concept of metacommunication. Vestnik Voronezhskogo gosudarstvennogo universiteta. Seriya: Lingvistika i mezhkulturnaya kommunikatsiya, 2013, no. 1, pp. 32–35.
  19. Pinskaya M.A., Mikhaylova A.M., Rydze O.A., Denishcheva L.O., Krasnyanskaya K.A., Avdeenko N.A. Skills of the XXI century: how to shape and evaluate in the lesson? Obrazovatelnaya politika, 2019, no. 3, pp. 50–62.
  20. Karpov A.V., Skityaeva I.M. Psikhologiya metakognitivnykh protsessov [Psychology of Metacognitive Processes]. Moscow, Institut psikhologii RAN Publ., 2005. 352 p.
  21. Yasyukova L.A. Test struktury intellekta R. Amtkhauera (IST) [Testing of mental structure by R. Amthauer (IST)]. Sankt Petersburg, IMATON Publ., 2002. 80 p.
  22. Yasyukova L.A. Prognoz i profilaktika problem obucheniya, sotsializatsiya i professionalnoe samoopredelenie starsheklassnikov: metodicheskoe rukovodstvo (chast III) [Prognosis and prevention of problems of learning, socialization, and professional identity of high school students: tutorial guidance (part III)]. 3rd ed. Sankt Petersburg, IMATON Publ., 2017. 20 p.
  23. Lutsenko E.L. Adaptation of L.Starkey critical thinking test. Vіsnik Kharkivskogo natsionalnogo universitetu іmenі V.N. Karazіna. Serіya: Psikhologіya, 2014, no. 1110, pp. 65–70.
  24. Kurunov V.V., Aynulina N.A. Methods for diagnosingreadiness for cooperation in joint activities. Mir nauki. Pedagogika i psikhologiya, 2020, vol. 8, no. 5, pp. 4–12.
  25. Nasledov A. IBM SPSS Statistics 20 i AMOS: professionalnyy statisticheskiy analiz dannykh [IBM SPSS Statistics 20 and AMOS: professional statistical data analysis]. Sankt Petersburg, Piter Publ., 2013. 416 p.
  26. Nasledov A.D. SPSS: Kompyuternyy analiz dannykh v psikhologii i sotsialnykh naukakh [SPSS: Computer data analysis in psychology and social Sciences]. Sankt Petersburg, Piter Publ., 2005. 416 p.

Supplementary files

Supplementary Files
Action
1. JATS XML
Download

Copyright (c)



This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies