Metacognitive personality properties of psychology students

Abstract

Metacognitiveness is a person’s ability to selfregulate their cognitive processes, as well as organize and control their learning activities. Currently, this concept has become widespread in educational psychology. The study of students’ metacognitive styles and properties is important for understanding the reasons behind differences in academic performance. It also makes it possible to developed effective teaching methods. The understanding of students’ metacognitive styles will help teachers develop an individual approach to each student, taking into account their strengths, weaknesses and unique style of thinking. Such understanding will help students to selfregulate their cognitive activities and improve their learning effectiveness. It will also encourage students to be aware of their strengths and weaknesses in the learning process, as well as develop their metacognitive strategies to improve academic performance. The article presents the results of an empirical study of the metacognitive properties of the personality of psychology students. The sample (n=85) includes full-time and part-time students at the Institute of Psychology of the Belarusian State Pedagogical University named after M. Tank. The following methods were used: a method for diagnosing style parameters of learning (A. Salomon, R. Felder), a method for diagnosing reflexivity (A. V. Karpov, V. V. Ponomareva), a five-factor personality questionnaire (5PFQ) (R. McCrae, P. Costa), and a technique for diagnosing tolerance for uncertainty (S. Badner). As a result of statistical analysis using the Spearman test, significant correlations were obtained between the variables of the said methods. The results can be used for further research in the field of metacognition and its application in teaching practice, employee recruitment and professional training.