Metacognitive Awareness and Academic Self-Regulation of HEI Students


  • Eduard Balashov Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Rivne Region, Ukraine
  • Ihor Pasichnyk Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Rivne Region, Ukraine
  • Ruslana Kalamazh Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Rivne Region, Ukraine



metacognitive awareness, academic self-regulation, learning efficiency, HEI students


The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.


Download data is not yet available.


Andrade, H. L., & Heritage, M. (2017). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge.

Babikova, N., Maltseva, O., Startseva, E., & Turkina, M. (2018). Research of Metacognitive Awareness of University Students. Bulletin of Mari State University, 12(3), 9-16.

Balashov, E. (2017). Psychological peculiarities and mechanisms of self-regulation in student learning activities. Scientific Notes of the National University of Ostroh Academy. Series “Psychology”, 5, 5-13.

Balashov, E. (2019). Metacognitive experience as a precondition for development of self-regulation in learning activitites of students. Psychology of Personality, 1(10), 177-185.

Balashov, E. Pasichnyk, I., Kalamazh, R., Zdrobylko, T. (2020). Reflexive competence in metacognitive monitoring of learning activity of HEI students, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), (8), Special issue of Current Research and Trends in Cognitive Sciences 2020, 17-28.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Brown, G., Andrade, H., & Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education.

Dweck C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press, Taylor & Francis Group, 103–128.

Flavell, J. (1976). Metacоgnitive Aspects оf Prоblem Sоlving. In: L. Resnick (Ed.), The Nature оf Intelligence. Hillsdale, NJ: Erlbaum, 231-236.

Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In: F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, Motivation, and Understanding (pp. 21-29). Hillsdale, NJ: Lawrence Erlbaum Associates.

Karpov, A. & Skityayeva, I. (2002). Psychology of reflexivity. Moscow: IP RAN.

Karpov, A. (2012). Interconnection of Learning and Metacognitive Characteristics of Personality. Yaroslavl Pedagogical Bulletin, 2(3) (Psychological and Pedagogical Sciences), 228–235. Retrieved from:

Kholodnaya, M. (2019). Psychology of Intellect: Paradoxes of Research. 3rd edition. Moscow: UWrite.

Khomulenko, T. & Dotsevych, T. (2014). Khomulenko, T. & Dotsevych, T. (2014). Педагогічна рефлективність як детермінанта розвитку метапам’яті викладача вищої школи [Pedagogical Reflexivity as a Determinant of Development of Metamemory of a High School Teacher]. Проблеми сучасної психології, 26, 595-606. Retrieved from:

Kreidun, N., Polivanova, & O. Yavorovska, L. (2018). Satisfaction with Learning at a Higher Educational Institution as a Factor of Professional Self-Efficacy of Modern Students. Problems of Modern Education, 6, 37-41.

Pasichnyk, I. & Maksymenko, S. (2010). Role of Cognitive-Style Characteristics of a Personality in the Process of Learning. Scientific Notes of the National University of Ostroh Academy. Series “Psychology”, 14, 3-10.

Pasichnyk, I. Kalamazh, R. & Avhustiuk, M. (2014). Metacognitive Monitoring as a Regulative Aspect of Metaknowledge. Scientific Notes of the National University of Ostroh Academy. Series “Psychology”, 28, 3-16. Retrieved from

Pintrich, P. R. & Schunk D. H. (2002). Mоtivatiоn in educatiоn: Theоry, research, and applicatiоns. Upper Saddle River, NJ: Merrill Prentice-Hall.

Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 249–284). San Diego, CA: Academic Press.

Poshekhonova, Y. & Karpov, A. (2014). Motivational and Volitional Characteristics of Metaknowledge of HEI Students. Bulletin of DGPU, 4, 31-36.

Radchuk, H. K. (2015). Osoblyvosti samoaktualizatsii osobystosti studentiv v osvitniomu seredovyshchi vyshchoi shkoly [Peculiarities of Self-Actualization of Students’ Personality in Educational Environment of Higher School]. Psykholohiia i osobystist–Psychology and Personality, 2(8), 2. 85-97.

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.

Savchenko, O. (2016). Osoblyvosti funktsionuvannia refleksyvnoi kompetentnosti yak tsilisnoi systemy [Peculiarities of functioning of reflexive competence as an integrated system]. Psykholohichni perspektyvy–Psychological Perspectives, 27, 222-236.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational psychology review, 7(4), 351-371.

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in science education, 36(1), 111-139.

Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance, in D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (p. 1–15). Routledge/Taylor & Francis Group.

Tkachuk, O. (2018). Metacognitive monitoring in the system of metaknowledge. Theory and Practice of Modern Psychology, 4, 158-162.

Tobias, S. & Everson, H. T. (1997). Studying the relationship between affective and metacognitive variables. Anxiety, Stress & Coping, 10:1, 59-81.

Voloshyna, V. (2014). To the Problem of Development of Metamemory Judgments. Scientific Notes of the National University of Ostroh Academy. Series “Psychology”, 28, 150-159.

Yalanska, S. (2018). Psychology of Creativity: Textbook. Poltava: SIMON.

Yatsiuk, M. (2008). Adaptation of R. Ryan & D. Connell’s Questionnaire of Academic Self-Regulation (Causal dimension ScaleII SRQ-A). Practical Psychology and Social Work, 4, 45-47.

Zasiekina, L. (2015). Psycholinguistic Approach to Diagnostics and Modification of Individual Negative Core Beliefs. East European Journal of Psycholinguistics, 2(1), 151–157. Retreived from



How to Cite

Balashov, E., Pasichnyk, I., & Kalamazh, R. (2021). Metacognitive Awareness and Academic Self-Regulation of HEI Students. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(2), 161–172.