Home – Home – Jornals – Professional Education in the Modern World 2019 number 3

Results of a theoretical and empirical research of factors of metacognitive monitoring of the solution of tests of knowledge by pupils of high school are presented in article. The concept of metacognitive monitoring and its role of structure of cognitive activity of the person is opened. The main method of a research of metacognitive monitoring is the paradigm of calibration (realism) of confidence. The paradigm of calibration is implemented in correlation of metacognitive judgments and objective success of the solution of a task. Empirical researches in which the interrelation between the accuracy of metacognitive judgments and the academic success is studied are analyzed. Pupils who estimate own knowledge and the academic abilities more precisely show higher educational achievements. Pupils who are excessively sure of the competence study significantly worse than the peers. The problem of psychological mechanisms of metacognitive monitoring of the solution of educational tasks is considered. In cognitive psychology there are two hypotheses explaining essence of metacognitive monitoring. The hypothesis of direct access to cognitive activity means that the pupil has direct access to the knowledge. Other approach is that the pupil makes monitoring on the basis of indirect signs of the solution (for example, availability of answers at execution of the test). In this case creation of metacognitive judgments is result of heuristic processing. It is empirically shown that judgments of confidence depend on availability of extraction of test tasks in memory. The hypothesis of direct access to the content of memory did not receive confirmation. These data allow to draw a conclusion on the reasons of metacognitive illusions in the doctrine and possible risks of the academic poor progress.