Diagnostics of Metacognitive Abilities of University Students V.: The Ryff Scales of Psychological Well-Being
Abstract
The World Economic Forum describes today's modern world as highly uncertain, defined by constantchange. The current global situation limiting full-time forms of study in schools of all levels places new demandsnot only on the education system but also on the learning practices of pupils and students.
Students'metacognitive skills affect their ability to change cognitive strategies with respect to any changes in theteaching process and often determine their success in new conditions. And not only in studies - it turns outthat metacognitive skills are necessary competencies for success in the work field in the modern world.
Thispaper aims to present data analysing the level of selected scales of the well-being of university students inrelation to metacognitive variables. This is the fourth part of the data of comprehensive research on themetacognitive abilities of university students.
The present study builds on the previous studies: "Diagnosticsof Metacognitive Abilities of University Students: Awareness of the Independent Learning InventoryMethod", "Diagnostics of Metacognitive Abilities of University Students II.: The Goals Inventory Method"and "Diagnostics of Metacognitive Abilities of University Students III.: The MCQ Method" and complementsit with outputs from another method, this time focusing on measuring well-being and monitoring trendsconsidered necessary in the metacognitive model. The overall goal of the test battery is to determine the levelof metacognitive abilities of students and their connection with other personality characteristics andstyles of their learning.
The study focuses on the results of the test the Ryff Scales of Psychological Well-Being(in this study - only part of this method - 36 items with four aspects) focuses on measuring four aspectsof well-being and happiness. In the original, this method is an 84-item method (long form, 54 items for mediumor 18 items for short form) and measures six aspects of well-being considered necessary in the metacognitivemodel.
The questionnaire survey was aimed at students in the 1st to 3rd year of the Economics andManagement study program at NEWTON College (University). The results of university students' overall diagnosisof metacognitive abilities lead to two goals.
First, naming possible areas of development so that studentsuse metacognition consciously 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 to maintain their effectiveness even in the distance form of study.