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2016_05_01_13

Issues > Issue n1 2016 > section1_2016
THE INFLUENCE OF METACOGNITIVE LEARNING STRATEGIES ON SELF-ASSESSMENT LEVEL OF SECONDARY SCHOOL PUPILS
[VPLYV METAKOGNITIVNYCH STRATEGII UCENIA NA UROVEN SEBAHODNOTENIA SKOLSKEHO VYKONU ZIAKOV STREDNYCH SKOL]

Juraj Komora – Katarina Vyrostekova

doi: 10.18355/PG.2016.5.1.174-183

Abstract
The effectiveness of the educational process is conditioned by many factors such as pupils´ motivation to learning, choice of learning strategies, anxiety, fear, self-confidence, self-esteem level in school performance of pupils, the use of critical thinking, and level of metacognition development, metacognitive processes. Metacognition as a conscious activity caused by a subjective awareness of own thinking processes, ways of learning (teaching), ability to manipulate own cognitive processes and metacognitive regulation (planning, monitoring, evaluation) and controlling of behaviour; is considered one of the key components of effective learning (teaching). This is now the most studied concept of psychological research (in Ontogenetic Psychology, Psychology of Teaching, Educational Psychology) and gets to the fore in educational research, too (in the field of meta-cognitive processes development in reading comprehension, the development of metacognitive potential by the different procedures, methods and drills, and metacognitive monitoring pre-knowledge and knowledge base of the students).

Keywords
self assessment, metacognition, metacognitive processes, the effectiveness of the educational process

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