MOTIVATIONAL AND VOLITIONAL FEATURES OF THE UNIVERSITY STUDENTS’ METACOGNITION
Abstract
The article shows the role of metacognition in the learning process of students of the university. Еmpirically observed differences will self-regulation and the motivational sphere of personality students with high and low levels of expression of the components of metacognition were described. It is shown that high selfesteem of metacognitive activity is closely related to the academic progress of students of high school, with indicators of will self-regulation, with the focus on students' motivation professional, educational, creative and self-actualization needs.
About the Authors
Y. V. Poshekhonova
P. G. Demidov Yaroslavl State University
Russian Federation
Candidate of Psychology, assistant professor, the chair of Pedagogy and Pedagogical Psychology, P. G. Demidov Yaroslavl State University
Russian Federation
Candidate of Psychology, assistant professor, the chair of Pedagogy and Pedagogical Psychology, P. G. Demidov Yaroslavl State University
A. V. Karpov
Yaroslavl State University
Russian Federation
member-correspondent, Russian Academy of Education, Honored scientist of Russian Federation, Honored worker of Higher school of the Russian Federation, Doctor of Psychology, the Dean of the faculty of Psychology, professor, the chair of Labour and Organizational Psychology, YaroYugoslavl State University;
Russian Federation
member-correspondent, Russian Academy of Education, Honored scientist of Russian Federation, Honored worker of Higher school of the Russian Federation, Doctor of Psychology, the Dean of the faculty of Psychology, professor, the chair of Labour and Organizational Psychology, YaroYugoslavl State University;
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Review
For citations:
Poshekhonova Y.V., Karpov A.V. MOTIVATIONAL AND VOLITIONAL FEATURES OF THE UNIVERSITY STUDENTS’ METACOGNITION. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2014;(4):27-32. (In Russ.)
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