Description
ABSTRACT
Background. In university learning activities the accuracy of metacognitive judgements is significant, because the judgement of monitoring is an important source for students to regulate their own cognitive activity of learning. The current results continue to expand an investigation of metacognitive monitoring accuracy in university students.
Purpose. The study aims to investigate metacognitive monitoring accuracy of the university students learning activity in terms of the effects of emotional intelligence, reflexivity, and metacognitive awareness.
Design / methodology / approach. The study examined metacognitive monitoring accuracy of the learning activity of university students (n = 233) in terms of the effects of emotional intelligence, reflexivity, and metacognitive awareness. The main instruments used were the questionnaires aiming to find out the relationships between the levels of emotional intelligence, reflexivity, and metacognitive awareness, and knowledge test questions to study the relationship between metacognitive monitoring accuracy and the highlighted characteristics.
Findings. The results indicate the significance of the empirically established correlations between the variables of emotional intelligence, reflexivity, and metacognitive awareness. Higher rates of metacognitive monitoring accuracy are more relevant to students with higher levels of emotional intelligence, reflexivity, and metacognitive awareness, whereas students with lower levels of the factors tend more to underconfidence and overconfidence, although the nature of the ratio of metacognitive monitoring accuracy according to the levels is nonlinear.
Conclusions. The results can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and study performance of university students.
Keywords: emotional intelligence; illusions of knowing / not knowing; metacognitive awareness; metacognitive monitoring accuracy (MMA); reflexivity.
