ОСОБЛИВОСТІ АКАДЕМІЧНОЇ МОТИВАЦІЇ У СТУДЕНТІВ З РІЗНИМ РІВНЕМ МЕТАКОГНІТИВНОЇ ВКЛЮЧЕНОСТІ В ДІЯЛЬНІСТЬ

The article deals with the peculiarities of academic motivation among students with different levels of metacognitive initiatives in activity, in particular, the relationships between academic motivation and metacognitive activity. The results obtained by means of the questionnaire «Academic self-regulation»(R.M. Ryan, D.R. Connell) and method for the diagnostics of metacognitive inclusion in the activities (G. Schroo, R. Dennison) have proved this interconnection. The following results were obtained. Students with a high level of metacognitive involvement in the activities have the average level of external adjustment, the average level of introspection, the high level of identified regulation, the average level of self-induction. Students with an average level of metacognitiveinvolvement in the activity have the average level of external adjustment, the average level of introspection regulation, the same average and high levels of identified regulation, the average level of self-induction. Students with a high level of metacognitive inclusion in the activity have excellent indicators by motivational features. Such students have great potential in the development and improvement of metacognitive abilities, such as meta-memory, meta-creativity, meta-mind and metalinguistic.