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Psychological-Educational Studies
2015. Vol. 7, no. 2, 24–34
https://doi.org/10.17759/psyedu.2015070203
ISSN: 2587-6139 (online)

Metacognitive knowledge monitoring under assessment of educational achievements

 
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Abstract

We present an empirical study, which tested the hypothesis about the impact of the situation of educational achievements assessment on metacognitive monitoring of students’ subject knowledge test performance. On a sample of 47 people (21 girls, 26 boys, mean age 15.5 years) we revealed that the characteristics of metacognitive monitoring (self-decision and the accuracy of metacognitive judgments) differ in a situation of educational achievements assessment and in its absence. We found that students with high and low achievement motivation show different metacognitive monitoring of the situation in the presence or absence of the estimation of educational achievements (p < 0,05). In conclusion, we discuss the use of the data and findings in the general psychological and psycho-pedagogical studies of metacognition, and in teaching practice.

General Information

Keywords: cognitive psychology of education, metacognition, metacognitive monitoring, tests of knowledge

Journal rubric: Psychology of Education

OpenAlex citations: 0

OpenAlex trends: Educational and Psychological Assessments, Psychology of Development and Education, Innovative Teaching and Learning Methods

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Number of citations: 0

Topics

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Innovative Teaching and Learning Methods

This cluster of papers explores the concept of self-regulated learning, encompassing topics such as metacognition, collaborative learning, scaffolding, cognitive apprenticeship, and cooperative learning. It delves into the role of motivation, educational technology, and design-based research in fostering self-regulated learning. Additionally, it discusses the application of social interdependence theory in educational settings.

Number of works: 113429  |  Total number of citations: 1617638

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Work details in OpenAlex

DOI: https://doi.org/10.17759/psyedu.2015070203

Published

For citation: Fomin, A.E., Pavlenko, A.V. (2015). Metacognitive knowledge monitoring under assessment of educational achievements. Psychological Science and Education psyedu.ru, 7(2), 24–34. (In Russ.). https://doi.org/10.17759/psyedu.2015070203

© Fomin A.E., Pavlenko A.V., 2015

License: CC BY-NC 4.0

References

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  2. Savin E.Yu. Fomin A.E. Kognitivnaya psikhologiya obrazovaniya: auditoriya kak laboratoriya [Cognitive psychology of education: the auditory as a laboratory]. Psikhologiya v vuze [Psychology at the university], 2013, no. 3, pp. 67-83.
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Information About the Authors

Andrey E. Fomin, Candidate of Science (Psychology), Associate Professor, Chair of Developmental Psychology and Education, Department of Psychology, Kaluga State University named after K.E.Tsiolkovsky, Kaluga, Russian Federation, e-mail: fomin72-72@mail.ru

A. V. Pavlenko, 4th year Student, Department of Psychology, Kaluga State University named after K.E.Tsiolkovsky, Kaluga, Russian Federation, e-mail: naztazi@mail.ru

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