Description
Abstract
Purpose: The paper aims to theoretically highlight concepts of embedding some metacognitive monitoring strategies implied in university students’ learning activities in the psychosocial rehabilitation field of veterans and persons affected by military operations in Ukraine.
Methodology: The study theoretically examines concepts of embedding metacognitive monitoring strategies from university students’ learning activities into the psychosocial rehabilitation of veterans and persons affected by military operations in Ukraine. The main instruments were the theoretical analysis and synthesis of scientific psychological literature, systematization and generalization of theoretical approaches.
Findings: The paper presents theoretical aspects of metacognitive monitoring strategies of university students’ learning activities and highlights possible ways of embedding these strategies in the psychosocial rehabilitation field. The relations of metacognitive monitoring and metacognitive control, peculiarities of the self-regulation paradigm, reflexivity, and metacognitive awareness are under the scope of our attention.
Practical implications: The results are of significant importance both in the university background and in the psychosocial rehabilitation field of veterans and persons affected by military operations in Ukraine. The need to develop special learning procedures aimed at practical improving the quality of the learning activities and promoting the accuracy of metacognitive judgements, as well as the psychosocial rehabilitation facilities, remains relevant.
Originality/value: The results can provide possible ways for embedding metacognitive monitoring accuracy factors in the psychosocial rehabilitation field through a more profound understanding of the relationship between metacognitive monitoring accuracy and the study performance of university students.
Keywords: metacognitive awareness; metacognitive control; metacognitive monitoring accuracy; psychosocial rehabilitation; self-regulation.
