Problematics of metacognitive awareness in pedagogical psychology

   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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