The Relationship Between Cognitive Competencies and Students' Reflective Self-Assessment in the era of Digitalization in Education
https://doi.org/10.31161/1995-0659-2025-19-3-93-110
Abstract
Aim. The article addresses the relevant issue of studying the structure of cognitive predictors and the level of students' reflexive self-assessment in the context of educational digitalization. Digital technologies are modifying the educational environment, transforming students' psychological processes.
Methods. Using Schulte's tables, Jacobson's method, Budassi's self-assessment technique, and the author's questionnaire, the cognitive characteristics of students and their relationship with self-assessment in the digital educational environment were identified. A statistically significant correlation was established between the level of cognitive functions development (attention span, mental stability) and the frequency of digital technology use.
Results. The paper presents the results of an empirical study involving 200 students from Southern Federal University aged 18 to 24 years. Regression analysis confirmed that significant predictors of reflexive self-assessment include the level of self-assessment according to Budassi, the level of digital competence, attention span, and short-term memory capacity.
Conclusions. Based on the research results, practical recommendations for teachers on improving the educational process using digital technologies have been developed.
About the Author
M. A. Allanazarova
Southern Federal University
Russian Federation
Russian Federation
Merdzhen A. Allanazarova, Postgraduate student, the chair of Psychology
Taganrog
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For citations:
Allanazarova M.A. The Relationship Between Cognitive Competencies and Students' Reflective Self-Assessment in the era of Digitalization in Education. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2025;19(3):93-110. (In Russ.) https://doi.org/10.31161/1995-0659-2025-19-3-93-110
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