The self regulation and metacognition under psychology school learning context

Abstract

The study concerns the conception of basic psychological categories, which contents reflection and self reflection part of cognitive aktivity. The study presents their developmental possibilities with regard to educational context, new demands on education and demands on the teacherś psychological opinion.

Keywords

• Self regulation
• metacognition
• school learning
• metodological aplication
• cognitive authonomy
• cognitive cultivation
• pupilś cognitive interest
• teacherś readiness
• task situation
• context
• understanding