The article has been devoted to theoretical and methodological study of the issue of development of self-regulated student learning activity in the process of metacognitive monitoring, and empirical approbation of the own developed training program for increasing the efficiency of such learning activity. The purpose of our research was to justify the use and to develop the optimal training program for optimization of the process of metacognitive monitoring of student self-regulated learning through a forming impact on the indicators of self-regulation at individual-personal, motivational-volitional, cognitive and metacognitive levels.
Approbation of the training program of student self-regulated learning and verification of its efficiency was conducted in three phases: 1) ascertaining (determining the reliability of metacognitive monitoring of self-regulated learning before the training); 2) forming (conducting the training program); 3) controlling (determination of the differences in reliability of metacognitive monitoring of self-regulated learning before and after the training program). The implementation of ascertaining phase combined a procedure of laboratory and natural experiments for identification of correlation between the components of the levels of self-regulated learning in the process of metacognitive monitoring, and for identification of the level of development of relevant individual-personal, motivational-volitional, cognitive and metacognitive levels characteristics of students. Forming experiment consisted in conduction of the training program for developing the components of student self-regulated learning at individual-personal, motivational-volitional, cognitive and metacognitive levels. The procedure of controlling phase was identical the one of the ascertaining phase. For determining the intergroup differences between the indicators of self-regulated learning in the process of metacognitive monitoring, we conducted the correlation analysis with the use of Student’s t-test and Fischer criterion.
The results of the forming experiment have allowed us to conclude that the efficiency level of student self-regulated learning in the process of metacognitive monitoring can be improved by the use the appropriate psychological and pedagogical conditions, ensuring the development of the relevant indicators at individual-personal, motivational-volitional, cognitive and metacognitive levels. The results of implementation of the special training program for improving the efficiency of student self-regulated learning based on the relevant author’s structural and functional models of student self-regulated activity have proved the significant changes in the experimental group in accordance to all the selected criteria.
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