Social and Legal Studios

Abstract

Theoretical analysis of the main concepts of student self-regulated learning has been carried out in the article. Theoretical and methodological foundations of the training program for developing the HEI students’ self-regulated learning in the process of metacognitive monitoring have been grounded. Topicality of researching the issue of metacognitive monitoring in student self-regulated learning, has been primarily determined by the need in finding out the various competencies, which would be useful for students’ effective, independent and responsible solution to educational tasks. Purpose of the article was to justify the need in creation, and develop an optimal training program for optimization of the process of metacognitive monitoring of students’ self-regulated learning. Research methods included theoretical analysis of the present scientific studies of the national and foreign psychologists. The main tasks for implementation of the training program, its main components, means and methods of execution in every block have been determined. Our proposed training program of developing students’ self-regulated learning in the process of metacognitive monitoring has been designed with consideration of general theoretical concepts about a social and psychological training, based on principles of complexity and multidimensionality. Interactive methods and techniques are planned to be used during the training, which respond to peculiarities of individual development, interpersonal relationship and educational process at a HEI. The developed training program is aimed at determination and practical use of the components of student learning activity focused on increasing efficiency of their learning activity at the individual-personal, motivational-volitional, cognitive and metacognitive levels. A prospective for further scientific research can be seen in implementation of the program into educational process of students and its approbation at HEIs

Keywords: training program, self-regulated learning, metacognitive monitoring, HEI students

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