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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

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Metacognitive knowledge monitoring under assessment of educational achievements 2043

Fomin A.E.
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: fomin72-72@mail.ru

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

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.

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

Column: Pedagogical Psychology

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

For Reference

References
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