Zaitseva O. Motivational factors of metacognitive activity development in the structure of students' academic self-regulation

Object – development of metacognitive activity in the structure of academic self-regulation of students; goal – theoretical justification and empirical verification of the model of motivational factors of development of metacognitive activity in the structure of academic self-regulation of students; novelty – the concept of metacognitive activity of students is justified and its indicators are determined for the first time, namely: adoption of implicit theories of intelligence of an "enriched personality" and "enhanced intelligence", metacognitive knowledge, metacognitive inclusion in activity and reflexivity; it has been shown for the first time that metacognitive activity is part of the structure of academic self-regulation of students and is a factor in its development; the absence of significant positive changes in the estimates of most indicators of student metacognitive activity in the educational process and the non-linear dynamics of the "self-assessment of learning" indicator in the structure of metacognitive activity is shown for the first time; model of motivational factors of development of metacognitive activity, which contains general and professional motives, is theoretically justified and empirically verified for the first time; it has been proved for the first time that optimization of the motivational sphere is a factor in the development of metacognitive activity in the structure of academic self-regulation of students; understanding of the leading role of metacognitive activity as an intrapsychic mechanism of cognitive activity management in the settlement of metacognitive processes is expanded; ideas about the psychological features of student age as sensitive for the development of metacognitive processes is extended; means of psychological influence aimed at the development of the personal and cognitive sphere are received further development; means of developing metacognitive activity in the structure of academic self-regulation of students in higher educational institutions have been improved; results – a program of educational and developmental training on the development of metacognitive activity and general and professional motivation has been developed and tested. The results can be used in the development of training courses for applicants in the specialty "Psychology". The results of the dissertation study have been introduced into the educational process of higher educational institutions of Ukraine; area – psychology.