GENERAL AND PROFESSIONAL MOTIVES AS THE FACTORS OF THE DEVELOPMENT OF METACOGNITIVE ACTIVITY DURING EDUCATION IN HIGHER EDUCATIONAL INSTITUTION

Abstract

Today in our country there are significant innovations that affect all spheres of life of modern man. An im- portant condition for human progress in the times of change is its ability to quickly adapt to them. A very im- portant factor in the development of opportunities for human adjustment to any changes is high-quality higher education. To educate a modern student, you need to keep pace with time and develop skills that allow you to more effectively perceive and use information. Such skills are impossible without a high level of metacognitive activity as a system of intrapsychic mechanisms for managing cognitive activity, which ensures the prompt perception and use of information.

The purpose of the study was to consider the motives as factors of the development of metacognitive activity of students.

An analysis of the data obtained during the study makes it possible to reach the following conclusions:

– students with high and low levels of metacognitive activity are guided by various general and professional
motives;

– factor structures of general and professional motives for students with high and low levels of development of metacognitive activity reveal significant differences;

– students with a high level of development of metacognitive activity have higher assessments of motives that contribute to personal and professional development: success, identification of regulation, self-induction, creative work, knowledge acquisition, occupation, social significance of work, self-assertion in labor, and lower assessments of motives that can slow down the specialist development: avoidance of failure, external regulation, power, material goods;
– students with a low level of development of intrapsychic mechanisms for managing cognitive activity have higher grades of motives that do not contribute to specialist, professional and intellectual development: avoidance of failure, external regulation, power, material goods; 

– in the conditions of a course of organized training, the dynamics of both motivation and metacognitive activity in students from 1 to 4 years is almost absent;

– inclusion of a motivational block in the program of a molding experiment is a determinant of its efficiency;

– general and professional motives are a factor in the development of metacognitive activity.