inppdИнновационная наука: Психология. Педагогика. ДефектологияInnovative science: psychology, pedagogy, defectology2658-7165Don State Technical University - DSTU, Rostov-on-Don, Russia10.23947/2658-7165-2022-5-1-24-39inppd-62Research ArticleПЕДАГОГИЧЕСКАЯ ПСИХОЛОГИЯEDUCATIONAL PSYCHOLOGYПроблематика метакогнитивной осознанности в педагогической психологииProblematics of metacognitive awareness in pedagogical psychologyhttps://orcid.org/0000-0002-8795-8718БеликоваМ. Е.BelikovaM. E.

Маргарита Е. Беликова

Ростов-на-Дону

Margarita E. Belikova

Rostov-on-Don

margb@sfedu.ruЮжный федеральный университетРоссияSouthern Federal UniversityRussian Federation202210082023512439Copyright © Беликова М.Е., 20222022Беликова М.Е.Belikova M.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.inov-ppd.ru/jour/article/view/62

   Данная статья является литературным обзором основных аспектов феномена метакогнитивной осознанности, его содержания и исследований в области метапознания.

   Новизна исследования заключается в малой изученности данного явления и комплексном анализе исследований метакогнитивной осознанности.

   Во Введении автор представила общую информацию о метакогнитивизме, метакогниции и метапознании. В том числе она обозначила различия между познанием и метапознанием, описала основные признаки метапознания и разных его компонентов. В Теоретическом обосновании автор описала структуру метакогнитивной осознанности, содержание её компонентов и подкомпонентов. На основе прямой взаимосвязи метакогнитивной осознанности с саморегуляцией обучающихся автор предполагает наличие взаимосвязи метакогнитивной осознанности с уровнем эффективности познавательной деятельности и включенности обучающихся в данную деятельность. Кроме того, метакогнитивная осознанность предположительно взаимосвязана с навыками адаптации и поиска решений проблемных ситуаций, в том числе, в контексте обучения. На основе зарубежных исследований, автор пришла к выводу о том, что метакогнитивная осознанность взаимосвязана с успешностью обучения в дистанционном формате. В Обсуждении результатов представлены основные сходства и противоречия в суждениях разных исследователей на предмет определения понятия метакогнитивной осознанности. Автор приводит данные о взаимосвязи высокого уровня академического успеха именно со средним уровнем метакогнитивной осознанности. Это обосновывается фактом переоценки своих способностей студентами с высоким уровнем метакогнитивной осознанности. Заключение содержит положения, обобщающие результаты теоретического анализа и обсуждения результатов. Выводы, полученные в данной статье, являются предпосылками для эмпирических исследований взаимосвязи метакогнитивной осознанности с другими феноменами, связанными с образовательным процессом.

   This article is a literary overview of the phenomenon of metacognitive awareness, its main aspects, content, and studies in the field of metacognition.

   The study's novelty lies in the insufficient knowledge of this phenomenon and comprehensive analysis of the studies of metacognitive awareness.

   In the Introduction, the author presented general information about metacognitivism, metacognitive and metacognition. Specifically, they identified the differences between cognition and metacognition and described the essential features of metacognition and its various components. In the Theoretical justification, the author describes the structure of metacognitive awareness and the content of its components and subcomponent. Based on the direct relationship of metacognitive awareness with students' self-regulation, the author suggests the correlation of metacognitive awareness with the level of effectiveness of cognitive activity and the inclusion of students in it. In addition, metacognitive awareness is allegedly interconnected with the skills of adaptation and search for solutions to problem situations, including in the context of learning. Based on foreign research, the author concluded that metacognitive awareness is interconnected with the success of learning in remote format. The Discussion of the results presents the main similarities and contradictions in the judgments of different researchers to determine the concept of metacognitive awareness. The authors give data on the relationship of the high level of academic success with the average level of metacognitive awareness. This is justified by the fact of revaluation of their abilities by students with a high level of metacognitive awareness. The Conclusion contains provisions that generalize the results of theoretical analysis and discussion of the results. The findings obtained in this article are the prerequisites for empirical studies of the relationship between metacognitive awareness with other phenomena associated with the educational process in psychology.

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The authors declare that there are no conflicts of interest present.