Metacognitive knowledge monitoring under assessment of educational achievements



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


For citation: Fomin A.E., Pavlenko A.V. Metacognitive knowledge monitoring under assessment of educational achievements [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2015. Vol. 7, no. 2, pp. 24–34. DOI: 10.17759/psyedu.2015070203. (In Russ., аbstr. in Engl.)


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Information About the Authors

Andrey E. Fomin, PhD in Psychology, Associate Professor, Chair of Developmental Psychology and Education, Department of Psychology, Kaluga State University named after K.E.Tsiolkovsky, Kaluga, Russia, e-mail:

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



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