Specificity of metacognitive regulation of educational activity in the context of using computer means of education
Authors:   P.G. Demidov Yaroslavl State University, Karpov Anatoliy V. , Karpov Alexandr A. ,   P.G. Demidov Yaroslavl State University, Filippova Yulia V. ,   P.G. Demidov Yaroslavl State University, Markova Elena V. ,   P.G. Demidov Yaroslavl State University
Published: November 2021

Introduction. The aim of the work is an empirical study of the problem of identifying and explaining the psychological consequences that appear during the complex introduction of computer teaching aids in the educational process. The investigated problem is relevant in theoretical and practical terms. Within the framework of this general problem, for the first time, a special class of determinants of pedagogical activity – metacognitive and metaregulatory factors – has been investigated. Materials and research methods. We used the most valid and reliable methods developed in modern metacognitivism – the method «Metacognitive Awareness Inventory» (G. Schraw, R. Dennison); MAI questionnaire (H. Everson); a method for diagnosing an individual measure of the development of reflexivity (A.V. Karpov, V.V. Ponomareva), as well as the author's methods for diagnosing an individual measure of the severity of meta-thinking, meta-memory and meta-decisions. Traditional methods of mathematical and statistical processing (ANOVA) were also used; methods based on the methodology of structural psychological analysis. 132 lecturers from the universities of Yaroslavl and Moscow took part in various stages of this study. Research results. It was established for the first time that this influence is fundamentally diversified, since its nature – measure and direction – is significantly different in relation to two categories of factors – metacognitive and metaregulatory. In relation to metacognitive factors, the influence was established for 5 out of 6 studied parameters, and for 4 of them it is statistically significant at a high level of significance – not lower than p <0.05. In relation to metaregulatory factors, the influence was not presented and the opposite tendency was established – with respect to 5 out of 6 studied parameters, there is an increase in the measure of their representation, which in 2 cases is statistically significant at the level of p <0.05. Discussion of results and conclusion. New data have been obtained that reveal and explain the general pattern, which consists in the existence of a significant determinative influence of computer teaching aids in professional educational activity on the nature and degree of representation in the structure of its psychological support of a number of important components of the metacognitive metaregulatory plan. The revealed influence is also fundamentally diversified, since its character – measure and direction – is significantly different in relation to the two indicated categories of factors – metacognitive and metaregulatory. As an integrative effect of the revealed patterns, there is a certain decrease in the degree of personality subjectivity in its implementation under the influence of the inclusion of computer teaching aids in the activity, which allows us to fix a previously undescribed phenomenon – the phenomenon of subjectivity reduction.