Прояви кліпового мислення та метакогнітивного контролю у здобувачів вищої освіти: емпіричний аналіз у змішаному форматі навчання

The purpose. The article aims to identify the specific features of metacognitive control and clip-like thinking among higher education students in a blended learning format, to assess the interrelation between these phenomena, and to determine their impact on the effectiveness of learning activities. Methods of the research. An empirical study was conducted with a sample of 132 higher education students using standardized diagnostic tools to assess reflective skills, cognitive strategies, and learning performance. Data processing and analysis were carried out through statistical methods, including factor analysis and correlation assessment, ensuring the reliability and validity of the obtained results. Results. The findings revealed that the majority of participants demonstrate clip-like thinking, an insufficient level of attention development, poor concentration, and a limited ability to extract key information from texts. Reflective skills at the cognitive, personal, and metacognitive levels, as well as strategies of reflective activity, were found to be underdeveloped. At the same time, students tend to evaluate their own learning effectiveness at a high level. Significant correlations were found between learning effectiveness and the level of self-regulation, motivation, operational skills, and the ability to process information efficiently. Reflective skills and strategies of deep information processing contribute to improved task performance and the development of critical thinking, emphasizing the importance of an integrated approach within blended learning environments. Conclusions. A profile of a modern higher education student was developed: characterized by high motivation, organization, and self-regulation, along with the ability to plan and evaluate one’s own learning activities. However, a tendency toward clip-like thinking was also observed, which facilitates rapid perception of information but limits attention span and the depth of analytical processing.