Метакогнитивная регуляция как фактор, влияющий на эффективность обучения в условиях применения цифровых образовательных технологий: систематический обзор литературы
DOI:
https://doi.org/10.33910/2686-9527-2023-5-4-519-535Ключевые слова:
метакогнитивный потенциал, метакогнитивная регуляция, цифровые образовательные технологии, эффективность обучения, e-learning, саморегулируемое обучение, систематический обзор литературыАннотация
Введение. В статье представлен систематический обзор психологических исследований, направленных на изучение метакогнитивной регуляции в контексте эффективности обучения с применением цифровых образовательных технологий (ЦОТ). Жизнь современного человека невозможно представить без цифровых технологий. Образовательный процесс не стал исключением: с каждым годом возрастает роль саморегулируемого обучения, в рамках которого обучающиеся индивидуально выстраивают образовательный маршрут и регулируют учебный процесс с применением цифровых технологий. Однако остается открытым вопрос об особенностях регуляции такого обучения в условиях применения ЦОТ. Поэтому цель настоящего обзора — систематизация эмпирических данных о роли метакогнитивной регуляции в эффективном обучении с применением цифровых образовательных технологий.
Материалы и методы. В качестве основного метода выбран систематический анализ публикаций за 2003–2023 гг., опубликованных в электронных библиографических базах Google Scholar, PubMed и E-library. На основании критериев отбора (релевантность ключевым словам, язык публикации, открытый доступ к результатам, эмпирический характер исследования) выделено 27 статей для итогового анализа.
Результаты. Проведенный анализ показал, что применение ЦОТ в образовательном процессе способствует развитию метакогнитивной регуляции, что, в свою очередь, позволяет улучшить усвоение материала и академическую успеваемость обучающихся, а также обеспечивает повышение уровня удовлетворенности процессом обучения и вовлеченности в образовательный процесс. Выделены цифровые инструменты развития метакогнитивной регуляции в образовательном процессе, эффективность применения которых доказана эмпирическими данными: онлайн-курс, направленный на развитие метакогнитивной регуляции, создание новых метакогнитивных паттернов, применение метакогнитивных подсказок. Установлено, что развитие метакогнитивной регуляции способствует эффективному планированию, выстраивание индивидуальной траектории обучения и более точной оценке результатов своего обучения. Отмечается малоизученность фактора метакогнитивной регуляции в контексте эффективности обучения в младшей и средней школе на фоне внимания исследователей к метакогнитивной регуляции обучения с использованием ЦОТ в высшем образовании.
Заключение. Систематический обзор позволил установить, что обучение с использованием ЦОТ способствует повышению уровня метакогнитивной регуляции, реструктуризации метакогнитивных стратегий, расширению вариантов взаимодействия педагогов с обучающимися. Обсуждается необходимость создания новых цифровых инструментов развития метакогнитивной регуляции обучения, а также продолжение исследований метакогнитивной регуляции обучения на различных ступенях образования.
Библиографические ссылки
ЛИТЕРАТУРА
Аванесов, В. (2015) Проблема педагогических измерений качества образования. Педагогические измерения, № 3, с. 3–14. EDN: WQYGLW
Антипенко, О. Е. (2016) Метакогнитивные составляющие восприятия компьютерного текста. В кн.: В. Я. Кузьменко, В. М. Шорец, Е. Н. Залесская и др. (ред.). Наука — образованию, производству, экономике. Т. 2. Витебск: Витебский государственный университет им. П. М. Машерова, с. 7–10.
Антипенко, О. Е., Шкредова, Н. Е. (2019) Сравнительная характеристика результатов использования специальных обучающих компьютерных программ и традиционных методов обучения. В кн.: С. Л. Богомаз, В. А. Каратерзи, С. Ф. Пашкович (ред.). Психологический Vademecum: Психологическая феноменология в образовательной среде: мультидисциплинарный подход. Витебск: Витебский государственный университет им. П. М. Машерова, с. 62–73. EDN: HHJJIT
Беленкова, Ю. С. (2022) Самостоятельная познавательная деятельность на основе развития метакогнитивных навыков. В кн.: Проблемы современного педагогического образования: сборник научных трудов. Вып. 74-1. Ялта: РИО ГПА, с. 37–40.
Берман, Н. Д., Безматерных, К. Л. (2023) Поддержка саморегулируемого обучения в онлайн-среде. ЦИТИСЭ, № 2 (36), с. 335–344. http://doi.org/10.15350/2409-7616.2023.2.29
Гаркуша, Н. С., Городова, Ю. С. (2023) Педагогические возможности ChatGPT для развития когнитивной активности студентов. Профессиональное образование и рынок труда, т. 11, № 1, с. 6–23. http://doi.org/10.52944/PORT.2023.52.1.001
Де Корте, Э. (2019) Проектирование учебного процесса: создание высокоэффективных образовательных сред для развития навыков саморегуляции. Вопросы образования, № 4, с. 30–46. http://doi.org/10.17323/1814-9545-2019-4-30-46
Елисеева, Е. Н. (2013) Оценка удовлетворенности потребителей образовательных услуг на факультете управления. Вестник Челябинского государственного университета, № 3 (294), с. 107–110. EDN: QBVKVF
Игнатьев, В. П., Варламова, Л. Ф., Степанов, П. А. (2016) Привлечение студентов к оценке качества образования. Современные наукоемкие технологии, № 12-1, с. 141–145. EDN: XIHXZN
Карпов, А. А. (2016) Феноменология и диагностика метакогнитивной сферы личности. Ярославль: Изд-во ЯрГУ, 208 с.
Карпов, А. А. (2017) Обучаемость личности как детерминанта структурной организации метакогнитивных качеств в профессиональной деятельности. Ярославский психологический вестник, № 3 (39), с. 32–35. EDN: XPMCKL
Карпов, А. А. (2018) Структура метакогнитивной регуляции управленческой деятельности. Ярославль: Изд-во ЯрГУ, 783 с.
Карпов, А. В., Карпов, А. А. (2017) О содержании предмета современного метакогнитивизма. Ярославский психологический вестник, № 1 (37), с. 12–26. EDN: ZNERIH
Карпов, А. В., Карпов, А. А., Филиппова, Ю. В., Маркова, Е. В. (2021) Специфика метакогнитивной регуляции образовательной деятельности в условиях применения компьютерных средств обучения. Перспективы науки и образования, № 5 (53), с. 334–353. https://doi.org/10.32744/pse.2021.5.23
Карпов, А. В., Скитяева, И. М. (2005) Психология метакогнитивных процессов личности. М.: Институт психологии РАН, 344 с.
Карпович, И. А., Королева, Ю. В. (2020) Метакогнитивные стратегии как фактор академической успеваемости студентов при дистанционном обучении иностранному языку в вузе. Ученые записки Санкт-Петербургского университета технологий управления и экономики, № 4 (72), с. 13–22. EDN: TLSAJD
Кашапов, М. М. (2017) Психология творческого мышления. М.: ИНФРА-М, 436 с.
Кофейникова, Ю. Л., Николаева, Е. С., Суховершина, Ю. В. (2018) Метакогнитивные особенности студентов с полезависимыми и поленезависимыми когнитивными стилями. Педагогика и психология образования, № 2, с. 103–116. EDN: XUXQNV
Орешков, А. С., Анурова, Г. Т. (2021) Технологии и методы проверки и оценки знаний учащихся в системе профессионального обучения. В кн.: Т. Б. Ершова (ред.). Социальное и экономическое развитие АТР: проблемы, опыт, перспективы. Материалы научно-практической конференции. Комсомольск-на-Амуре: Изд-во АмГПГУ, c. 146–154. EDN: LQGIQY
Панферов, В. Н. (2023) Универсальная модель образовательной деятельности по подготовке специалистов высшей квалификации (на примере психолога в сфере образования). Психология человека в образовании, т. 5, № 2, с. 272–282. https://www.doi.org/10.33910/2686-9527-2023-5-2-272-282
Проненко, Е. А., Беликова, М. Е., Скрипкина, Т. П. (2023) Отчуждение студентов от обучения: может ли помочь ее преодолеть метакогнитивная регуляция и осознание смысла обучения? Российский психологический журнал, т. 2, № 20, с. 240–258. https://doi.org/10.21702/rpj.2023.2.15
Самойличенко, А. К., Рожкова, Ю. А., Токмакова, А. А. (2016) Влияние метакогнитивных процессов на успеваемость студентов (на примере студентов экономического профиля). Азимут научных исследований: педагогика и психология, т. 5, № 4, с. 393–395. EDN: XRUGLH
Фуряева, Т. В., Корнев, С. В. (2021) Конструктивистский подход в обучении старшеклассников информационно- поисковой деятельности. Психология образования в поликультурном пространстве, № 3 (55), с. 113–120. EDN: BOMYRG
Хабиев, Т. Р. (2022) Взаимосвязь метакогнитивных процессов и принятия решений у студентов вузов. Современное образование, № 3 (112), с. 26–34. EDN: DONHTE
Холодная, М. А. (2012) Психология понятийного мышления: от концептуальных структур к понятийным способностям. М.: Институт психологии РАН, 288 с.
Холодная, М. А. (2023) Психология интеллекта. Парадоксы исследования. 3-е изд. М.: Юрайт, 334 с.
Akamatsu, D., Nakaya, M., Koizumi, R. (2019) Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, vol. 9, no. 12, article 128. https://doi.org/10.3390/bs9120128
Apostolou, D., Linardatos, G. (2023) Cognitive load approach to digital comics creation: A student-centered learning case. Applied Sciences, vol. 13, no. 13, article 7896. https://doi.org/10.3390/app13137896
Binali, T., Tsai, C.-C., Chang, H.-Y. (2021) University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, vol. 175, article 104315. https://doi.org/10.1016/j.compedu.2021.104315
Bloom, B. S. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I. Cognitive domain. New York: Longman Publ., 403 p.
Braad, E. (2018) Learn-to-Learn: game-based learning for metacognition. In: Conference Foundations of Digital Games (August 7–10, 2018). Malmö: [s. n.]. [Online]. Available at: https://research.hanze.nl/ws/portalfiles/portal/25268271/braad_fdg2018_dc_final.pdf (accessed 18.09.2023).
Braad, E., Degens, N., Barendregt, W., IJsselsteijn, W. (2022) Improving metacognition through self-explication in a digital self-regulated learning tool. Educational Technology Research and Development, vol. 70, pp. 2063– 2090. https://doi.org/10.1007/s11423-022-10156-2
Brown, A. (1987) Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: F. E. Weinert, R. H. Kluwe (eds.). Metacognition, motivation and understanding. New Jersey: Lawrence Erlbaum Publ., pp. 65–116.
Bueno, M. P., Rodas, S. R. (2021) Distance learning and metacognitive awareness: A positive relationship? In: 14th annual International Conference of Education, Research and Innovation November 8–9, 2021. Lima: Pontificia Universidad Católica del Perú Publ., pp. 7775–7780. https://doi.org/10.21125/iceri.2021.1746
Burin, D. I., Gonzalez, F., Barreyro, J. P., Injoque-Ricle, I. (2020) Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition Learning, vol. 15, no. 4, pp. 391–410. https://doi.org/10.1007/s11409-020-09226-8
Chaisriya, K., Kaeophanuek, S., Gilbert, L. (2023) The effects of integrating digital storytelling with metacognition strategies (DSTMC) learning model to enhance communication abilities. Contemporary Educational Technology, vol. 15, no. 2, article ep416. https://doi.org/10.30935/cedtech/12986
Chen, C.-H., Su, C.-Y. (2019) Using the BookRoll E-Book System to promote self-regulated learning, self-efficacy and academic achievement for university students. Educational Technology & Society, vol. 22, no. 4, pp. 33–46.
Daumiller, M., Dresel, M. (2019) Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. The Journal of Experimental Education, vol. 87, no. 1, pp. 161–176. https://doi.org/10.1080/00220973.2018.1448744
Ejubović, A., Puška, A. (2019) Impact of self-regulated learning on academic performance and satisfaction of students in the online environment. Knowledge Management & E-Learning: An International Journal, vol. 11, no. 3, pp. 345–363. https://doi.org/10.34105/j.kmel.2019.11.018
Fedorets, V. M., Klochko, O. V., Klochko, V. I. et al. (2022) Methodological aspects of revealing the metacognitive potential of a teacher in the context of the development of his health-preserving competence. In: V. Hamaniuk, S. Semerikov, Y. Shramko (eds.). Proceedings of the 3rd International Conference on History, Theory and Methodology of Learning 2022. Iss. 142. [S. l.]: SHS Web of Conferences Publ., article 03007. https://doi.org/10.1051/shsconf/202214203007
Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, vol. 34, no. 10, pp. 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Gamby, S., Bauer, C. F. (2022) Beyond “Study skills”: A curriculum-embedded framework for metacognitive development in a college chemistry course. International Journal of STEM Education, vol. 9, article 61. https://doi.org/10.1186/s40594-022-00376-6
Gavrilina, E. (2020) Tutoring as a way of organizing university space for the academic qualification of young researchers: The Russian context. In: A. A. Aleksandrov, B. V. Padalkin, Yu. B. Tsvetkov, Yu. I. Dimitrienko (eds.). International Forum “IT-Technologies for Engineering Education: New Trends and Implementing Experience” November 28–29, 2019. Iss. 35. [S. l.]: ITM Web of Conferences Publ., article 07001. https://doi.org/10.1051/itmconf/20203507001
Ifenthaler, D. (2012) Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, vol. 15, no. 1, pp. 38–52.
Karatas, K., Arpaci, I. (2021) The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, vol. 13, no. 3, article ep300. https://doi.org/10.30935/cedtech/10786
Magogwe, J. M. (2013) Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies. Reading & Writing, vol. 4, no. 1, article a29. https://doi.org/10.4102/rw.v4i1.29
Makarova, D. N. (2021) Metacognitive regulation, basic psychological needs and subjective vitality of first year university students. Vestnik of Saint Petersburg University. Psychology, vol. 11, no. 11, pp. 63–71. https://doi.org/10.21638/spbu16.2021.104
Min, W., Daner, S., Yuqin, Y. et al. (2023) Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school. International Journal of Science Education, vol. 45, no. 16, pp. 1395–1418. https://doi.org/10.1080/09500693.2023.2209693
Nieto-Márquez, N. L., Baldominos, A., Pérez-Nieto, M. Á. (2020) Digital teaching materials and their relationship with the metacognitive skills of students in primary education. Education Sciences, vol. 10, no. 4, article 113. https://doi.org/10.3390/educsci10040113
Oyelere, S. S., Olaleye, S. A., Balogun, O. S., Tomczyk, L. (2021) Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course? Education and Information Technologies, vol. 26, no. 2, pp. 5311–5335. https://doi.org/10.1007/s10639-021-10535-x
Pellas, N. (2014) The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, vol. 35, pp. 157–170. https://doi.org/10.1016/j.chb.2014.02.048
Perry, D. S., Steck, A. K. (2015) Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: Do iPads help? Computers in the Schools, vol. 32, no. 2, pp. 122–143. https://doi.org/10.1080/07380569.2015.1036650
Phakiti, A. (2006) Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance. Melbourne Papers in Language Testing, vol. 11, no. 1, pp. 53–102.
Sandi-Urena, S., Cooper, M. M., Stevens, R. H. (2011) Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, vol. 33, no. 3, pp. 323–340. https://doi.org/10.1080/09500690903452922
Sebesta, A. J., Speth, E. B. (2017) How Should I study for the exam? Self-regulated learning strategies and achievement in introductory biology. CBE — Life Sciences Education, vol. 16, no. 2, article ar30. https://doi.org/10.1187/cbe.16-09-0269
Shen, C.-Y., Liu, H.-C. (2011) Metacognitive skills development: A web-based approach in higher education. Turkish Online Journal of Educational Technology, vol. 10, no. 2, pp. 140–150.
Susantini, E., Puspitawati, R. P., Raharjo, Suaidah, H. L. (2021) E-book of metacognitive learning strategies: Design and implementation to activate student’s self-regulation. Research and Practice in Technology Enhanced Learning, vol. 16, no. 1, article 13. https://doi.org/10.1186/s41039-021-00161-z
Teng, M. F. (2022) Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, vol. 97, no. 3, article 102426. https://doi.org/10.1016/j.system.2020.102426
Tugtekin, U., Odabasi, H. F. (2022). Do interactive learning environments have an effect on learning outcomes, cognitive load and metacognitive judgments? Education and Information Technologies, vol. 27, no. 2, pp. 7019– 7058. https://doi.org/10.1007/s10639-022-10912-0
Zeitlhofer, I., Hörmann, S., Mann, B. at al. (2023) Effects of cognitive and metacognitive prompts on learning performance in digital learning environments. Knowledge, vol. 3, no. 2, pp. 277–292. https://doi.org/10.3390/knowledge3020019
Zhang, L., Seepho, S. (2013) Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, vol. 10, no. 1, pp. 54–69.
Zheng, L., Zhong, L., Niu, J. et al. (2021) Effects of personalized intervention on collaborative knowledge building, group performance, socially shared metacognitive regulation, and cognitive load in computer-supported collaborative learning. Educational Technology & Society, vol. 24, no. 3, pp. 174–193.
Zi, Y. (2020) Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, vol. 45, no. 2, pp. 224–238. https://doi.org/10.1080/02602938.2019.1629390
REFERENCES
Akamatsu, D., Nakaya, M., Koizumi, R. (2019) Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, vol. 9, no. 12, article 128. https://doi.org/10.3390/bs9120128 (In English)
Antipenko, O. E. (2016) Metakognitivnye sostavlyayushchie vospriyatiya komp’yuternogo teksta [Metacognitive components of computer text perception]. In: V. Ya. Kuzmenko, V. M. Shorets, E. N. Zalesskaya et al. (eds.). Nauka — obrazovaniyu, proizvodstvu, ekonomike [Science — for education, production, economy]. Vol. 2. Vitebsk: Vitebsk State University named after P. M. Masherov Publ., pp. 7–10. (In Russian)
Antipenko, O. E., Shkredova, N. E. (2019) Sravnitel’naya kharakteristika rezul’tatov ispol’zovaniya spetsial’nykh obuchayushchikh komp’yuternykh programm i traditsionnykh metodov obucheniya [Using special computer teaching programs (Meta-Tutor) as metacognitive tools]. In: S. L. Bogomaz, V. A. Karaterzi, S. F. Pashkovich (eds.). Psikhologicheskij Vademecum: Psikhologicheskaya fenomenologiya v obrazovatel’noj srede: mul’tidistsiplinarnyj podkhod [Psychological Vademecum: Psychological phenomenology in the educational environment: A multidisciplinary approach]. Vitebsk: Vitebsk State University named after P. M. Masherov Publ., pp. 62–73. EDN: HHJJIT (In Russian)
Apostolou, D., Linardatos, G. (2023) Cognitive load approach to digital comics creation: A student-centered learning case. Applied Sciences, vol. 13, no. 13, article 7896. https://doi.org/10.3390/app13137896 (In English)
Avanesov, V. (2015) Problema pedagogicheskikh izmerenij kachestva obrazovaniya [The problem of pedagogical measurements of the quality of education]. Pedagogicheskie izmereniya, no. 3, pp. 3–14. EDN: WQYGLW (In Russian)
Belenkova, Yu. S. (2022) Samostoyatel’naya poznavatel’naya deyatel’nost’ na osnove razvitiya metakognitivnykh navykov [Independent cognitive activity based on the development of metacognitive skills]. In: Problemy sovremennogo pedagogicheskogo obrazovaniya: sbornik nauchnykh trudov [Problems of modern pedagogical education: Proceedings of scientific works]. Iss. 74-1. Yalta: RIO GPA Publ., pp. 37–40. (In Russian)
Berman, N. D., Bezmaternykh, K. L. (2023) Podderzhka samoreguliruemogo obucheniya v onlajn-srede [Support for self-regulated learning in online environment]. TsITISE — CITISE, no. 2 (36), pp. 335–344. http://doi.org/10.15350/2409-7616.2023.2.29 (In Russian)
Binali, T., Tsai, C.-C., Chang, H.-Y. (2021) University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, vol. 175, article 104315. https://doi.org/10.1016/j.compedu.2021.104315 (In English)
Bloom, B. S. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I. Cognitive domain. New York: Longman Publ., 403 p. (In English)
Braad, E. (2018) Learn-to-Learn: game-based learning for metacognition. In: Conference Foundations of Digital Games (August 7–10, 2018). Malmö: [s. n.]. [Online]. Available at: https://research.hanze.nl/ws/portalfiles/portal/25268271/braad_fdg2018_dc_final.pdf (accessed 18.09.2023). (In English)
Braad, E., Degens, N., Barendregt, W., IJsselsteijn, W. (2022) Improving metacognition through self-explication in a digital self-regulated learning tool. Educational Technology Research and Development, vol. 70, pp. 2063– 2090. https://doi.org/10.1007/s11423-022-10156-2 (In English)
Brown, A. (1987) Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: F. E. Weinert, R. H. Kluwe (eds.). Metacognition, motivation and understanding. New Jersey: Lawrence Erlbaum Publ., pp. 65–116. (In English)
Bueno, M. P., Rodas, S. R. (2021) Distance learning and metacognitive awareness: A positive relationship? In: 14th annual International Conference of Education, Research and Innovation November 8–9, 2021. Lima: Pontificia Universidad Católica del Perú Publ., pp. 7775–7780. https://doi.org/10.21125/iceri.2021.1746 (In English)
Burin, D. I., Gonzalez, F., Barreyro, J. P., Injoque-Ricle, I. (2020) Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition Learning, vol. 15, no. 4, pp. 391–410. https://doi.org/10.1007/s11409-020-09226-8 (In English)
Chaisriya, K., Kaeophanuek, S., Gilbert, L. (2023) The effects of integrating digital storytelling with metacognition strategies (DSTMC) learning model to enhance communication abilities. Contemporary Educational Technology, vol. 15, no. 2, article ep416. https://doi.org/10.30935/cedtech/12986 (In English)
Chen, C.-H., Su, C.-Y. (2019) Using the BookRoll E-Book System to promote self-regulated learning, self-efficacy and academic achievement for university students. Educational Technology & Society, vol. 22, no. 4, pp. 33–46. (In English)
Daumiller, M., Dresel, M. (2019) Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. The Journal of Experimental Education, vol. 87, no. 1, pp. 161–176. https://doi.org/10.1080/00220973.2018.1448744 (In English)
De Corte, E. (2019) Proektirovanie uchebnogo protsessa: sozdanie vysokoeffektivnykh obrazovatel’nykh sred dlya razvitiya navykov samoregulyatsii [Learning design: Creating powerful learning environments for self-regulation skills]. Voprosy obrazovaniya — Educational Studies Moscow, no. 4, pp. 30–46. https://doi.org/10.17323/1814-9545-2019-4-30-46 (In Russian)
Ejubović, A., Puška, A. (2019) Impact of self-regulated learning on academic performance and satisfaction of students in the online environment. Knowledge Management & E-Learning: An International Journal, vol. 11, no. 3, pp. 345–363. https://doi.org/10.34105/j.kmel.2019.11.018 (In English)
Eliseeva, E. N. (2013) Otsenka udovletvorennosti potrebitelej obrazovatel’nykh uslug na fakul’tete upravleniya [Evaluation of satisfaction of consumers of educational services in the field of management]. Vestnik Chelyabinskogo gosudarstvennogo universiteta — Bulletin of Chelyabinsk State University, no. 3 (294), pp. 107–110. EDN: QBVKVF (In Russian)
Fedorets, V. M., Klochko, O. V., Klochko, V. I. et al. (2022) Methodological aspects of revealing the metacognitive potential of a teacher in the context of the development of his health-preserving competence. In: V. Hamaniuk, S. Semerikov, Y. Shramko (eds.). Proceedings of the 3rd International Conference on History, Theory and Methodology of Learning 2022. Iss. 142. [S. l.]: SHS Web of Conferences Publ., article 03007. https://doi.org/10.1051/shsconf/202214203007 (In English)
Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, vol. 34, no. 10, pp. 906–911. https://doi.org/10.1037/0003-066X.34.10.906 (In English)
Furyaeva, T. V., Kornev, S. V. (2021) Konstruktivistskij podkhod v obuchenii starsheklassnikov informatsionno-poiskovoj deyatel’nosti [Constructivist approach in teaching information and search activities to high school students]. Psikhologiya obrazovaniya v polikul’turnom prostranstve — Psychology of Education in a Multicultural Space, no. 3 (55), pp. 113–120. EDN: BOMYRG (In Russian)
Gamby, S., Bauer, C. F. (2022) Beyond “Study skills”: A curriculum-embedded framework for metacognitive development in a college chemistry course. International Journal of STEM Education, vol. 9, article 61. https:// doi.org/10.1186/s40594-022-00376-6 (In English)
Garkusha, N. S., Gorodova, Yu. S. (2023) Pedagogicheskie vozmozhnosti ChatGPT dlya razvitiya kognitivnoj aktivnosti studentov [Pedagogical oppotunities of ChatGPT for developing cognitive activity of students]. Professional’noe obrazovanie i rynok truda — Vocational Education and Labour Market, vol. 11, no. 1, pp. 6–23. http://doi.org/10.52944/PORT.2023.52.1.001 (In Russian)
Gavrilina, E. (2020) Tutoring as a way of organizing university space for the academic qualification of young researchers: The Russian context. In: A. A. Aleksandrov, B. V. Padalkin, Yu. B. Tsvetkov, Yu. I. Dimitrienko (eds.). International Forum “IT-Technologies for Engineering Education: New Trends and Implementing Experience” November 28–29, 2019. Iss. 35. [S. l.]: ITM Web of Conferences Publ., article 07001. https://doi.org/10.1051/itmconf/20203507001 (In English)
Ifenthaler, D. (2012) Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, vol. 15, no. 1, pp. 38–52. (In English)
Ignatev, V. P., Varlamova, L. F., Stepanov, P. A. (2016) Privlechenie studentov k otsenke kachestva obrazovaniya [Students’ involvement to assessment of education quality]. Sovremennye naukoemkie tekhnologii — Modern High Technologies, no. 12-1, pp. 141–145. EDN: XIHXZN (In Russian)
Karatas, K., Arpaci, I. (2021) The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, vol. 13, no. 3, article ep300. https://doi.org/10.30935/cedtech/10786 (In English)
Karpov, A. A. (2016) Fenomenologiya i diagnostika metakognitivnoj sfery lichnosti [Phenomenology and diagnostics of the metacognitive sphere of personality]. Yaroslavl: P. G. Demidov Yaroslavl State University Publ., 208 p. (In Russian)
Karpov, A. A. (2017) Obuchaemost’ lichnosti kak determinanta strukturnoj organizatsii metakognitivnykh kachestv v professional’noj deyatel’nosti [The learnability of a personality as a determinant of the structural organization of metacognitive qualities in professional activity]. Yaroslavskij psikhologicheskij vestnik, no. 3 (39), pp. 32–35. EDN: XPMCKL (In Russian)
Karpov, A. A. (2018) Struktura metakognitivnoj regulyatsii upravlencheskoj deyatel’nosti [The structure of metacognitive regulation of managerial activity]. Yaroslavl: P. G. Demidov Yaroslavl State University Publ., 783 p. (In Russian)
Karpov, A. V., Karpov, A. A. (2017) O soderzhanii predmeta sovremennogo metakognitivizma [On the content of the subject of contemporary metacognitivism]. Yaroslavskij psikhologicheskij vestnik, no. 1 (37), pp. 12–26. EDN: ZNERIH (In Russian)
Karpov, A. V., Karpov, A. A., Filippova, Yu. V., Markova, E. V. (2021) Spetsifika metakognitivnoj regulyatsii obrazovatel’noj deyatel’nosti v usloviyakh primeneniya komp’yuternykh sredstv obucheniya [Specificity of metacognitive regulation of educational activity in the context of using computer means of education]. Perspektivy nauki i obrazovaniya — Perspectives of Science and Education, no. 5 (53), pp. 334–353. https://doi.org/10.32744/pse.2021.5.23 (In Russian)
Karpov, A. V., Skityaeva, I. M. (2005) Psikhologiya metakognitivnykh protsessov lichnosti [Psychology of metacognitive processes of personality]. Moscow: Institute of Psychology of Russian Academy of Science Publ., 344 p. (In Russian)
Karpovich, I. A., Koroleva, Yu. V. (2020) Metakognitivnye strategii kak faktor akademicheskoj uspevaemosti studentov pri distantsionnom obuchenii inostrannomu yazyku v vuze [Metacognitive strategies as a factor of students’ high academic performance in the process of distance foreign language learning at university]. Uchenye zapiski Sankt-Peterburgskogo universiteta tekhnologij upravleniya i ekonomiki — Uchenye zapiski St. Petersburg University of Management Technologies and Economics, no. 4 (72), pp. 13–22. EDN: TLSAJD (In Russian)
Kashapov, M. M. (2017) Psikhologiya tvorcheskogo myshleniya [Psychology of creative thinking]. Moscow: INFRA-M Publ., 436 p. (In Russian)
Khabiev, T. R. (2022) Vzaimosvyaz’ metakognitivnykh protsessov i prinyatiya reshenij u studentov vuzov [The relationship between metacognitive processes anddecision-making in university students]. Sovremennoe obrazovanie, no. 3 (112), pp. 26–34. EDN: DONHTE (In Russian)
Kholodnaya, M. A. (2012) Psikhologiya ponyatijnogo myshleniya: ot kontseptual’nykh struktur k ponyatijnym sposobnostyam [Psychology of Conceptual Thinking: From conceptual structures to conceptual abilities]. Moscow: Institute of Psychology RAS Publ., 288 p. (In Russian)
Kholodnaya, M. A. (2023) Psikhologiya intellekta. Paradoksy issledovaniya [Psychology of intelligence. Paradoxes of research]. 3rd ed. Moscow: Urait Publ., 334 p. (In Russian)
Kofeinikova, Yu. L., Nikolaeva, E. S., Sukhovershina, Yu. V. (2018) Metakognitivnye osobennosti studentov s polezavisimymi i polenezavisimymi kognitivnymi stilyami [Metacognitive peculiarities of students with field-dependent and hollow-dependent cognitive styles]. Pedagogika i psikhologiya obrazovaniya — Pedagogy and Psychology of Education, no. 2, pp. 103–116. EDN: XUXQNV (In Russian)
Magogwe, J. M. (2013) Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies. Reading & Writing, vol. 4, no. 1, article a29. https://doi.org/10.4102/rw.v4i1.29 (In English)
Makarova, D. N. (2021) Metacognitive regulation, basic psychological needs and subjective vitality of first year university students. Vestnik of Saint Petersburg University. Psychology, vol. 11, no. 11, pp. 63–71. https://doi.org/10.21638/spbu16.2021.104 (In English)
Min, W., Daner, S., Yuqin, Y. et al. (2023) Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school. International Journal of Science Education, vol. 45, no. 16, pp. 1395–1418. https://doi.org/10.1080/09500693.2023.2209693 (In English)
Nieto-Márquez, N. L., Baldominos, A., Pérez-Nieto, M. Á. (2020) Digital teaching materials and their relationship with the metacognitive skills of students in primary education. Education Sciences, vol. 10, no. 4, article 113. https://doi.org/10.3390/educsci10040113 (In English)
Oreshkov, A. S., Anurova, G. T. (2021) Tekhnologii i metody proverki i otsenki znanij uchashchikhsya v sisteme professional’nogo obucheniya [Technologies and methods of checking and evaluating students’ knowledge in the vocational training system]. In: T. B. Ershova (ed.). Sotsial’noe i ekonomicheskoe razvitie ATR: problemy, opyt, perspektivy. Materialy nauchno-prakticheskoj konferentsii [Social and economic development of the Asia- Pacific region: Problems, experience, prospects. Proceedings of the scientific and practical conference]. Komsomolsk-on-Amur: Amur State University of Humanities and Pedagogy Publ., pp. 146–154. EDN: LQGIQY (In Russian)
Oyelere, S. S., Olaleye, S. A., Balogun, O. S., Tomczyk, L. (2021) Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course? Education and Information Technologies, vol. 26, no. 2, pp. 5311–5335. https://doi.org/10.1007/s10639-021-10535-x (In English)
Panferov, V. N. (2023) Universal’naya model’ obrazovatel’noj deyatel’nosti po podgotovke spetsialistov vysshej kvalifikatsii (na primere psikhologa v sfere obrazovaniya) [A universal model for higher professional education: The case of educational psychologists training]. Psikhologiya cheloveka v obrazovanii — Psychology in Education, vol. 5, no. 2, pp. 272–282. https://www.doi.org/10.33910/2686-9527-2023-5-2-272-282 (In Russian)
Pellas, N. (2014) The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, vol. 35, pp. 157–170. https://doi.org/10.1016/j.chb.2014.02.048 (In English)
Perry, D. S., Steck, A. K. (2015) Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: Do iPads help? Computers in the Schools, vol. 32, no. 2, pp. 122–143. https://doi.org/10.1080/07380569.2015.1036650 (In English)
Phakiti, A. (2006) Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance. Melbourne Papers in Language Testing, vol. 11, no. 1, pp. 53–102. (In English)
Pronenko, E. A., Belikova, M. E., Skripkina, T. P. (2023) Otchuzhdenie studentov ot obucheniya: mogut li metakognitivnaya regulyatsiya i osoznanie smysla obucheniya pomoch’ ego preodolet’? [Students’ alienation from learning: Can metacognitive regulation and awareness of the meaning of learning help to overcome it?]. Rossijskij psikhologicheskij zhurnal — Russian Psychological Journal, vol. 2, no. 20, pp. 240–258. https://doi.org/10.21702/rpj.2023.2.15 (In Russian)
Samoilichenko, A. K., Rozhkova, Yu. A., Tokmakova, A. A. (2016) Vliyanie metakognitivnykh protsessov na uspevaemost’ studentov (na primere studentov ekonomicheskogo profilya) [The effect of metacognitive processes on the academic performance of students (for example students of economic profile)]. Azimut nauchnykh issledovanij: pedagogika i psikhologiya — Azimuth of Scientific Research: Pedagogy and Psychology, vol. 5, no. 4, pp. 393–395. EDN: XRUGLH (In Russian)
Sandi-Urena, S., Cooper, M. M., Stevens, R. H. (2011) Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, vol. 33, no. 3, pp. 323–340. https://doi.org/10.1080/09500690903452922 (In English)
Sebesta, A. J., Speth, E. B. (2017) How Should I study for the exam? Self-regulated learning strategies and achievement in introductory biology. CBE — Life Sciences Education, vol. 16, no. 2, article ar30. https://doi.org/10.1187/cbe.16-09-0269 (In English)
Shen, C.-Y., Liu, H.-C. (2011) Metacognitive skills development: A web-based approach in higher education. Turkish Online Journal of Educational Technology, vol. 10, no. 2, pp. 140–150. (In English)
Susantini, E., Puspitawati, R. P., Raharjo, Suaidah, H. L. (2021) E-book of metacognitive learning strategies: Design and implementation to activate student’s self-regulation. Research and Practice in Technology Enhanced Learning, vol. 16, no. 1, article 13. https://doi.org/10.1186/s41039-021-00161-z (In English)
Teng, M. F. (2022) Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, vol. 97, no. 3, article 102426. https://doi.org/10.1016/j.system.2020.102426 (In English)
Tugtekin, U., Odabasi, H. F. (2022). Do interactive learning environments have an effect on learning outcomes, cognitive load and metacognitive judgments? Education and Information Technologies, vol. 27, no. 2, pp. 7019– 7058. https://doi.org/10.1007/s10639-022-10912-0 (In English)
Zeitlhofer, I., Hörmann, S., Mann, B. at al. (2023) Effects of cognitive and metacognitive prompts on learning performance in digital learning environments. Knowledge, vol. 3, no. 2, pp. 277–292. https://doi.org/10.3390/knowledge3020019 (In English)
Zhang, L., Seepho, S. (2013) Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, vol. 10, no. 1, pp. 54–69. (In English)
Zheng, L., Zhong, L., Niu, J. et al. (2021) Effects of personalized intervention on collaborative knowledge building, group performance, socially shared metacognitive regulation, and cognitive load in computer-supported collaborative learning. Educational Technology & Society, vol. 24, no. 3, pp. 174–193. (In English)
Zi, Y. (2020) Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, vol. 45, no. 2, pp. 224–238. https://doi.org/10.1080/02602938.2019.1629390 (In English)
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2023 Олег Михайлович Самойлов, Захар Анатольевич Морозов, Дарья Руслановна Петухова, Ксения Игоревна Долженко
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial» («Атрибуция — Некоммерческое использование») 4.0 Всемирная.
Автор предоставляет материалы на условиях публичной оферты и лицензии CC BY-NC 4.0. Эта лицензия позволяет неограниченному кругу лиц копировать и распространять материал на любом носителе и в любом формате, но с обязательным указанием авторства и только в некоммерческих целях.
Авторы сохраняют авторские права на статью и могут использовать материалы опубликованной статьи при подготовке других публикаций, а также пользоваться печатными или электронными копиями статьи в научных, образовательных и иных целях. Право на номер журнала как составное произведение принадлежит издателю.
