Metacognitive Skills and Metacognition as Part of Academic Success Achievement in Foreign Languages Learning
DOI:
https://doi.org/10.52575/2712-7451-2026-45-1-140-152Keywords:
metacognition, metacognitive skills, academic success, education, cognitive processes, learning outcomes, self-regulation learning, reflective practices, student performance, educational strategiesAbstract
In recent years, metacognition and the development of metacognitive skills have garnered substantial attention across various fields, including psychology, education, and linguistics. These skills, which encompass an awareness of one’s own cognitive processes, play a crucial role in enhancing learning and academic performance. Metacognition, as defined by J.H. Flavell, involves both knowledge and control over one’s cognitive functions, enabling individuals to navigate their strengths and weaknesses as learners. The present study aims to investigate the relationship between metacognitive skills and academic achievement, emphasizing how these competencies contribute to successful learning outcomes. It seeks to understand the mechanisms through which metacognitive awareness can be cultivated and leveraged to improve academic performance among students. A complex-methods approach was adopted, combining quantitative measures of academic success with qualitative interviews to assess students' metacognitive abilities. A sample of students from various academic disciplines participated in the research, providing insights into their metacognitive strategies and their correlation with academic results. The findings reveal a significant positive correlation between enhanced metacognitive skills and academic success, indicating that students who are more aware of their thinking processes tend to perform better academically. Additionally, qualitative data uncovered specific metacognitive strategies that successful students employ, such as self-regulation and reflective practices. The study concludes that fostering metacognitive awareness and skills is essential for academic success. Educational institutions should prioritize the integration of metacognitive training within their curricula to enhance student-learning outcomes and empower learners to take control of their cognitive processes.
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Copyright (c) 2026 Ольга Дмитриевна Вишнякова, Елена Сергеевна Маркова, Наталья Александровна Ахренова, Ольга Николаевна Прохорова
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