AKADEMIK KECHIKTIRISHNING METAKOGNITIV OMILLARI.
Kalit so‘zlar:
akademik kechikish, metakognitiv jarayonlar, metakognitiv tartibga solish, etnik-madaniy xususiyatlar, talabalar psixologiyasi, ta'lim faoliyati, kognitiv omillar, o'zini o'zi boshqarish.Abstrak
Ushbu maqolada akademik kechikish va metakognitiv jarayonlar o'rtasidagi bog'liqlikning nazariy va amaliy jihatlari ko'rib chiqiladi. Tadqiqotning maqsadi talabalarda metakognitiv jarayonlar darajasi va akademik kechikishning og'irligi o'rtasidagi bog'liqlikni aniqlash, shuningdek, ushbu hodisaning etnik-madaniy xususiyatlarini tahlil qilishdir. Akademik kechikishning mohiyatini, uning psixologik determinantlarini va metakognitiv jarayonlarning o'rganishdagi rolini tushunishga zamonaviy ilmiy yondashuvlar taqdim etilgan. Natijalar shuni ko'rsatadiki, metakognitiv tartibga solishning past darajasi kechikishga moyillikning yuqoriligi bilan bog'liq.
Havolalar
1. Ferrari J.R., Wolfe R.N., Wesley J.C., et al. Egoidentity and academic procrastination among university students // Journal of College Student Development. 1995 – Vol. 36, № 4. – P. 361-367.
2. Steel, P. Integrating theories of motivation / P. Steel, C. J. Konig // Academy of management review. – 2006. – № 31 (4). – P. 889-913.
3. Flavell J. H. Metacognition and cognitive monitoring a new area of cognitive developmental Inquiry // American Psychologist. – 1979. – № 34 (10). – P. 906- 911
4.Katz. K. Eilot, N. Nevo. “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination // Motivation and Emotion. – 2014. – №38. – P. 111-119.
5. Brown A. L. Metacognition, executive control, selfregulation, and other more mysterious mechanisms / Ann L. Brown // In F.E. Weinert, R.H. Kluwe (Eds.). Metacognition, motivation, and understanding. – Hillsdale, N. J.: Lawrence Erlbaum Associates. – 1987. – P. 65-116.
