Development of a self-assessment questionnaire for metacognitive behavior "Metacognitive skills in the educational and professional activities"

   The article presents the results of the development of the metacognitive behavior self-assessment questionnaire "Metacognitive skills in the structure of educational and professional activities. The Introduction provides a theoretical overview of the problem of metacognitive behavior and the existing methods of its study. Substantiated content validity and described the structure of the questionnaire.

   The scientific novelty lies in the development of a new measuring tool, which can be used to reliably assess not only the characteristics of metacognition that are significant for the subjects of the educational process, but also to get an idea of the degree of their awareness.

   The Methods section describes the methods, procedures and data processing. To test construct validity, the following methods were used: Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; Differential Test of Reflection. The study involved 425 people aged 17 to 80 years - students and employees of educational institutions of the southern federal district of the Russian Federation. The Results section presents the data obtained with the questionnaire and a comparative analysis of the answers in the studied subgroups, as well as a correlation analysis with the valid questionnaires. It has been established that the majority of respondents, assessing their ways of interacting with information, note that they use metaplanning skills, procedural skills and metacognitive control quite often and consciously. The degree of awareness of the use of metacognitive skills differs in the studied subgroups. A number of correlations between the calculated indicators of the questionnaire and the scales of valid questionnaires were also found. The Discussion section contains the qualitative analysis of the obtained results, as well as analysis of their significance level. The Conclusion summarizes the findings and state that the developed metacognitive behavior self-assessment questionnaire "Metacognitive skills in the structure of educational and professional activities" has psychometric properties corresponding to this level of diagnostic tools.

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