Development of metacognitive skills of university students as a resource for understanding texts in the learning process

Context and relevance. The development of students' metacognitive experience when engaging with a variety of texts is a significant predictor of the enhancement of metacognitive abilities. Consequently, this fosters the refinement of the quality of professional activity among future specialists, their understanding of phenomena and events in the surrounding world. Objective. To reveal the influence of effective methods, techniques, ways of forming metacognitive experience of university students on the basis of working with different kinds of analogue texts as a resource for understanding digital texts. Hypothesis. The quality of students' understanding of scientific texts is related to specially organised activities aimed at mastering the ways of working with such texts. Methods and materials. The study comprised 112 students enrolled at the Federal State Budgetary Educational Institution of Higher Education 'Pacific State University' (Khabarovsk, Russia). The study further comprised a control group of 56 participants and an experimental group of 56 participants. The following indicators were used to ascertain students' mastery of the methods of understanding hypertext texts: the ability to formulate a problem; the ability to complete the problem condition; the construction of a semantic context in relation to a paradoxical, "impossible" situation; the measure of openness of individual cognitive position as an indicator of arbitrary intellectual control; the features of the cognitive style impulsiveness/reflexivity, which characterises the level of involuntary intellectual control in conditions of uncertain choice; the composition of one's own hypertext with hyperlinks as a result of mastery of a particular section of a scientific discipline. Results. The present study investigates the impact of meticulously designed training programmes on the enhancement of metacognitive abilities among university students. The investigation is anchored in the notion that the integration of analogue (traditional) texts within the pedagogical approach serves to fortify the efficacy of teaching methods. In the ensuing phases of the training programme, it is anticipated that students will be instructed to apply the competencies they have acquired to a variety of digital texts, hypertexts, and media texts. The development of methodologies for working with digital and/or hypertexts can be incorporated into the structure of understanding models utilised in the pedagogy of university students.

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