REFLECTIVE SKILLS OF METACOGNITIVE LEVEL IN STUDENTS’ PERFORMATIVE LEARNING

Abstract

The article is dedicated to the transformation of reflective skills of students’ metacognitive level under the influence of performance as an interactive (body-oriented) and presentational (practical-oriented) teaching method. The purpose is to theoretically substantiate and empirically measure reflective skills of students’ metacognitive level during performance as an intervention tool. The application of elements of performative theory in the educational and psychological context is a distinctive feature of this study, which is designed to show the (meta)cognitive potential and academic prospects of performance in higher education. Methods. The article uses the methodology «Reflective skills (metacognitive level)» by O. Savchenko to analyze the change in reflective skills that students use to solve problems and tasks during performance. In our study, we used a pretest-posttest experimental design (PPED), where we measured the indicators of selected skills both before (pre-test) and after (post-test) the performance intervention. Results. We verified that the involvement of performance had a positive effect on both the general results of students’ reflective skills on the metacognitive level (from 12.2% to 26.6% at a high level) and its scales. We noticed the most significant change in «The ability to regulate one’s emotional states, form work attitudes» (∆ = 14.4%). The latter indicates an improvement in volitional self-regulation and emotional stability in complex and uncertain situations. It has been proven that performative learning most effectively influenced the predictive function, analysis of oneʼs own mistakes, planning and evaluation of actions, thus indicating a high level of metacognitive regulation. Conclusions. It has been proven that performative learning contributes to the improvement of most reflective skills of students’ metacognitive level, but this dynamic is gradual. Since performance involves interaction and collaboration, metacognitive skills were developed through joint discussion, critical work, and shared reflection. Accordingly, in the future, it is essential to measure metacognitive changes in senior students within a longitudinal study.