Metacognitive Awareness and Academic Self-Regulation of HEI Students

The presented manuscript has analysed the theoretical aspects of concepts metacognitive awareness and academic self-regulation HEI students. A essence mentioned above phenomena been theoretically studied. role importance its components for learning efficiency students have described. It determined that such a characteristic personality as determines not only organization mental behavioral processes, but also relates to success subject activity - student. results empirical research with use Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, “Metacognitive Awareness Inventory” Everson S. Tobias, G. Schraw Dennison’s questionnaire awareness”, correlation analysis Pearson’s Spearmen’s rank coefficients, proved high level (involvement in activities) performance on basis identified internal self-regulated activities. this type are more autonomous conducting their activities, developing abilities, knowledge, monitoring, metamemory meta-thinking. Summarizing data evaluation, we can conclude behavior modern student youth dominated dependent types self-regulation.