Metacognitive Skills and Reflection as Essential Components of Self-Education
DOI:
https://doi.org/10.52634/mier/2020/v10/i1/1360Keywords:
Reflection, Self-Education, Metacognitive Strategies, Metacognition, Metacognitive Skills.Abstract
This paper presents an analysis of the metacognitive skills and reflection as important elements for ensuring the success of self-education process. The purpose of this study was to identify the specific conditions for the development of metacognitive skills and to determine the most efficient learning strategies. To achieve this, the theoretical aspects of metacognitive skills and reflection that effect the success of self-education have been analysed. This paper describes the pedagogical conditions of education necessary for the development of students' metacognitive skills and reflection. A knowledge monitoring assessment instrument was used to determine the level of students' reflection and metacognitive awareness. The results of the study showed that the metacognitive skills, the ability to reflect, and the metacognitive awareness among students were of low level. The results also emphasise the importance of metacognitive skills and reflection for successful strategy-based cognitive activity and self-education.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Yulia S. Belenkova
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Belenkova, Y.S. (2018). The role of reflection and metacognitive skills in the process of learning and self-education. International Scientific Journal, 4(21), 199-200.
Belenkova, Y.S. (2017). Pedagogical conditions of professionally oriented teaching of a foreign language. International Scientific Journal, 6(11), 7576.
De Valverde, J., Sovet, L., & Lubart, T. (2017). Self-construction and creative life design. The Creative Self, 99-115. doi:10.1016/b978-0-12-8097908.00006-6.
Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231-235). Hillsdale, NJ: Earlbaum.
González-Betancor, S. M., Bolívar-Cruz, A., & Verano-Tacoronte, D. (2017). Self-assessment accuracy in higher education: The influence of gender and performance of university students. Active Learning in Higher Education, 20(2), 101-114. doi:10.1177/1469787417735604.
Hartman, H.J. (2001). Metacognition in learning and instruction: Theory, research, and practice. Dordrecht, the Netherlands: Kluwer Academic Publishers.
Hoffman, B. (2015). Ready, aim, fire…repeat? Motivation for Learning and Performance, 269-303. doi:10.1016/b978-0-12-800779-2.00010-5.
Jones, J. A. (2017). Scaffolding self-regulated learning through studentgenerated quizzes. Active Learning in Higher Education, 20(2), 115-126. doi:10.1177/1469787417735610.
Kostons, D., & de Koning, B. B. (2017). Does visualization affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education? Contemporary Educational Psychology, 51, 1-10. doi:10.1016/j.cedpsych.2017.05.001.
Løkse, M., Låg, T., Solberg, M., Andreassen, H. N., & Stenersen, M. (2017). Learning strategies. Teaching Information Literacy in Higher Education, 51-68. doi:10.1016/b978-0-08-100921-5.00004-7.
Mohd-Yusof, K., Wan Alwi, S. R., Sadikin, A. N., & Abdul-Aziz, A. (2015). Inculcating sustainability among first-year engineering students using cooperative problem-based learning. Sustainability in Higher Education, 67-95. doi:10.1016/b978-0-08-100367-1.00004-4.
Polkina, S.N. (2015).The development of schoolchildren's reflection in the process of teaching literature on the basis of the activity approach. Science and School, 5, 121-126.
Prokhorov, A.O., & Chernov, A.V. (2014). The influence of reflection on the mental state of students in the process of learning activities. Experimental Psychology, 7(2), 82-93.
Roslyakova, N.I. (2008). Reflection as a component of the future professional individuality. Bulletin of the Adyghe State University. Series 3: Pedagogy and Psychology, 5.
Samoylichenko, A.K., & Tokmakova, A.A. (2017). Reflexivity as a psychological resource for successful training of HPO students (economic students). Azimuth of Scientific Research: Pedagogy and Psychology, 6(4(21)), 272-275.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. doi:10.1007/bf02212307.
Shulgina, E. M. (2017). Arrangement of metacognitive processes in teaching foreign language discourse. Yazyk i Kul'tura [Language and Culture], 9, 298-324. doi:10.17223/19996195/39/21.
Tereshonok, T.V., & Baksheeva, S.S. (2015). Metacognitive components in the structure of educational activities. Social-economic and humanitarian journal of the Krasnoyarsk State Agrarian University, 1, 175-180.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342. doi:10.1111/j.1944-9720.1996.tb01246.x.
Tobias, S., & Everson, H.T. (2002). Knowing what you know and what you don't: Further research on metacognitive knowledge monitoring (Research Report No.2002-3). New York: The College Board. Retrieved from http://professionals.collegeboard.com/profdownload/pdf/0 71623RDCBRpt02-3.pdf.
Van Loon, A.M., Ros, A., & Martens, R. (2012). Motivated learning with digital learning tasks: what about autonomy and structure? Educational Technology Research and Development, 60(6), 1015-1032. doi:10.1007/s11423-012-9267-0.