Basic theoretical and methodological principles of metacognitive monitoring as a regulatory basis of metacognition (on the examp le of future reconnaissance officers)
DOI:
https://doi.org/10.32782/cusu-psy-2024-4-2Keywords:
metacognitive monitoring, metacognitive control, metacognition, regulation, learning/cognitive activityAbstract
The article is devoted to the study of the features of metacognitive monitoring in the context of metacognition. In particular, the article generalizes the main scientific and psychological approaches to the characterization of metacognitive monitoring as a regulatory basis for metacognition. The theoretical and comparative methods helped to identify the main postulates of interpreting the term metacognitive monitoring, its types, structure, accuracy factors, role and place in the system of self-regulated learning/cognition, and connection with metacognitive control. The need to study theoretical and methodological aspects is due to the features of metacognitive monitoring as a regulatory basis for metacognition in general and the need to study its role in the example of future reconnaissance officers in particular. It can be argued about the importance and ambiguity of the role of metacognitive monitoring in the system of metacognition. As a skill that can be learned, metacognitive monitoring is the ability to influence the regulation of cognition, assess the assimilation of information, the current state of cognitive activity, as well as the process and result of performing a particular cognitive task directly in the paradigm of self-regulated learning/cognition. The accuracy of metacognitive monitoring is effective in the context of the correlation of knowledge, skills, abilities, memory capabilities, the process and results of performance/understanding with the characteristics of information, personal, cognitive, metacognitive features, individual psychological differences: the more accurate the monitoring, the more effective the regulation of educational/cognitive activity. The results continue to expand the aspects of metacognitive monitoring as a regulatory basis of metacognition with the transfer of the scope of its study to future reconnaissance officers.
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