Abstract
The current global situation limiting full-time form of study in schools of all levels places new demands not only on the education system, but also on the learning practices of pupils and students. Schools are in a situation where it is necessary to reconsider existing cognitive strategies regarding distance learning, its form, and tools.
Students' metacognitive skills affect their ability to change cognitive strategies with respect to any changes in the teaching process and often determine their success in new conditions. The present study builds on the previous "Diagnostics of Metacognitive Abilities of University Students: Awareness of the Independent Learning Inventory Method" and complements it with outputs from another method, this time examining the relationship between learning and focusing on performance.
The overall goal of the test battery is to determine the level of metacognitive abilities of students and their connection with other personality characteristics and styles of their learning. The study focuses on the results of the questionnaire The Goal Inventory focusing on the relationship between the respondents' target orientation in the field of learning and performance.
The questionnaire survey was aimed at students in the 1st to 3rd year of the Economics and Management study program at NEWTON College. The results of the overall diagnosis of metacognitive abilities of university students lead to two goals.
First, naming possible areas of development so that students use metacognition consciously, which will allow them to respond flexibly to changing teaching conditions. From the second point of view, by knowing the structure of students' metacognitive abilities, universities can adapt their teaching methods so that they maintain their effectiveness even in the distance form of study.