The dissertation has been devoted to the issue of metacognitive monitoring of selfregulated learning of students. The results of the complex research of student self-regulated learning have been presented through a prism of integral, personal, motivational-volitional, emotional-behavioral, communicative, cognitive and metacognitive levels. Particular attention has been paid to studying the factors of the process of self-regulated learning of HEI students.
The author substantiates and presents his original theoretical and conceptual model of self-regulated student learning activity. Based on the integration of personal-activity and subjective-metacognitive approaches, a psychological analysis of the essence of student learning activity self-regulation has been performed in terms of the following levels of subject functioning: integral, personal, motivational-volitional, emotional-behavioral, communicative, cognitive and metacognitive.
The psychological content of the student self-regulated learning has been revealed by consideration of the interaction of its main subjects (student, student group, and instructor) in specific psychological and pedagogical conditions, which have been formed with consideration of the requirements of the surrounding socio-cultural environment for achieving the determined educational results and forming the appropriate personal and professional competencies.
Student self-regulated learning has been considered as a metacognitive monitoring of initiating, motivating, planning, modelling, programming, monitoring, evaluating and controlling by the subjects of educational activity all kinds and forms of external and internal activity directed at reaching the determined goals of educational activity, personal and professional self-development and self-realization.
Based on our original correlogram of interrelations between indicators of self-regulated learning and metacognitive monitoring, in order to form knowledge on tasks and external incentives, influence on integral, personal, motivational-volitional, emotional-behavioral, communicative, cognitive and metacognitive characteristics of students, related to the efficiency of metacognitive monitoring and training of its skills, the training program on improvement of the efficiency level of self-regulated learning at the appropriate levels has been developed. Approbation of the training program on the development of self-regulated student learning and verification of its efficiency have been performed in three stages: 1) ascertaining (determining the reliability of metacognitive monitoring of self-regulated learning before training); 2) formative (conducting the training program); and 3) control (determining differences in the reliability of indicators before and after the training program). Based on the approbation results, psychological and methodological recommendations, aimed at increasing the level of objectivity and efficiency of student self-regulated learning and connected with efficiency of metacognitive monitoring in such directions as consideration of integral, personal, motivational-volitional, emotional-behavioral, communicative, cognitive and metacognitive qualities of students, have been developed. The process of formation of the students’ knowledge and skills about the effectiveness in metacognitive monitoring in self-regulated learning have been described.
The psychological and didactic recommendations aimed at increasing the level of efficiency of self-regulated student learning have been developed. The system of recommendations is divided into such areas as taking into account integrative, personal, motivational-volitional, emotional-behavioral, communicative, cognitive and metacognitive characteristics of self-regulated learning of students, formation of student knowledge on effective self-regulated learning, formation of effective metacognitive monitoring skills. The requirements for the formation of skills of effective metacognitive monitoring of self-regulated learning of higher education institution students should be taken into account by lecturers and aimed primarily at stimulating student learning motivation, formation of adequate self-esteem, autonomy, ability to execute reflection in learning, metacognitive awareness, which helps to increase academic performance level and psychological well-being.
Key words: self-regulated learning, metacognitive monitoring, integral level, personal level, motivational-volitional level, emotional-behavioral level, communicative level, cognitive level, metacognitive level, students.
