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Department of Uzbek and Foreign Languages, Fergana Medical Institute of Public Health , Fergana , Uzbekistan
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Professor, Department of Primary Education Methodology, Andijan State Pedagogical Institute , Andijan , Uzbekistan
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Professor, Asia International University , Bukhara , Uzbekistan
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Samarkand state medical university , Samarkand , Uzbekistan
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Department of Psychology, Bukhara State University , Bukhara , Uzbekistan
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Lecturer, Bukhara State Pedagogical Institute , Bukhara , Uzbekistan
Lecturer, Department of Pedagogy and Psychology, Termez University of Economics and Service , Termez , Uzbekistan
The growing recognition of Psychological Science education as a domain that demands higher-level thinking has revealed that students still exhibit chronic shortcomings in self-regulated learning (SRL) and critical thinking. Reports indicate that about 42% of undergraduate psychology students have low metacognitive monitoring accuracy, and more than 38% do not transfer conceptual knowledge to practice. This study assesses the use of Neuro Adaptive Metacognition Prompting Strategies (NAMPS) to develop SRL and critical thinking in undergraduate psychology courses. A quasi-experimental design with N = 184 (control n = 92, intervention n = 92) across two academic semesters was used. Cognitive load and neurocognitive feedback served as the guiding principles for the integrated metacognitive prompts in the intervention. Intervention tests were administered before and after the intervention with the Metacognitive Awareness Inventory (MAI) and the Critical Thinking Assessment (CTA). A repeated-measures ANOVA and a hierarchical regression model were executed to assess the outcomes. Findings showed statistically significant changes in the intervention group compared with controls. The scores of SRL were raised by 27.4% (p < .001, η2 =.31). The performance on critical thinking was enhanced by 22.8% (p <.001, η2 =.28). The results of the regression analysis showed that the metacognitive monitoring accuracy explained 34% of the variance in the post-test critical thinking scores (R2 =.34, p <.001). The effect sizes were moderate and large (Cohen's d = 0.62-0.81). The results indicate that Neuro Adaptive Metacognitive Prompting Strategies are highly effective in improving students' regulatory skills and analytical thinking in the study of psychological sciences. The research justifies the application of adaptive metacognitive scaffolds in curriculum development to promote lasting cognitive growth and academic success.
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