元认知监控准确性与大学生学习成绩成功

Maria Avhustiuk
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引用次数: 2

摘要

意图本文着重从理论和方法两个方面对大学生元认知监控准确性与学习成绩成功之间的关系进行了理论分析。特别是,我们强调了一些关于元认知监控准确性与学习成绩成功之间关系的方法,这是大学学习活动中一个相当常见的问题。方法。本研究采用了元认知监控准确性和大学生学习成绩成功率的理论和比较研究方法。元认知监控准确性对学生学习活动的影响导致了研究这一概念的一些理论和方法方面的必要性。后果本研究旨在揭示元认知监控在大学学习活动中的作用,研究监控的变化在多大程度上导致学生对自身认知活动控制的性质发生变化,明确信心水平与学生学习成功之间的关系性质等。一个值得注意的发现是,学生通常对自己的自我评估过于自信,这种过度自信效应对能力较差的学生来说最大,因为他们受到双重诅咒:他们缺乏对材料的了解,缺乏对自己所拥有和不拥有的知识的认识。错误地认为信息是在不被理解的情况下被理解的,这被视为知道的幻觉或对知道的过度自信;这种观念可能是影响学习活动有效性的一个重要障碍。结论。研究中发现的分析结果可以在理解大学生元认知监控准确性与学习成绩成功之间关系的过程中发挥重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
METACOGNITIVE MONITORING ACCURACY AND LEARNING ACHIEVEMENT SUCCESS OF UNIVERSITY STUDENTS
Purpose. The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the relationship between metacognitive monitoring accuracy and learning achievement success of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring accuracy and learning achievement success that is a quite common problem in the university learning activity. Methods. The theoretical and comparative methods of studying metacognitive monitoring accuracy and learning achievement success of university students have been used in the study. The necessity in studying some theoretical and methodological aspects of the notion has been caused by the impact of metacognitive monitoring accuracy on students’ learning activities. Results. The study aimed at revealing the role of metacognitive monitoring in the university learning activity, studying the extent to which changes in monitoring cause changes in the nature of the students’ control over their own cognitive activities, specifying the nature of relationship between levels of confidence and students successes in learning, etc. A noteworthy finding is that students are generally overconfident in their self-assessments and this overconfidence effect is greatest for students of poorer abilities as they are doubly cursed: they lack knowledge of the material, and lack the awareness of the knowledge that they do and do not possess. The erroneous belief that information is understood when it is not is regarded as the illusion of knowing or overconfidence in knowing; the notion can be a significant obstacle to the effectiveness of the learning activities. Conclusions. The results of the analysis found in the study can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and learning achievement success of university students.
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