Abstract
The article is devoted to the evaluation of two characteristics - metacognition and self-regulation of students in online learning. The development of metacognitive skills in the context of online learning is one of the priority areas of research in educational psychology, as it is closely related to the skills of self-regulation of educational activities.Due to the increasing relevance of distance learning, it is possible to study these indicators during the pandemic, in an online environment. In this regard, the purpose of this article is to determine how the metacognition level of students interacts with self-regulatory skills in the conditions of online learning and the identification of features and patterns between the two concepts in the psychological and pedagogical literature. The design of the study was carried out through a quantitative study conducted via the Internet. To conduct the experimental part of the study, an online survey through a self-report questionnaire was conducted among 48 students at Kazakh National university through Google forms using a Metacognitive awareness inventory and an Online self-regulated learning questionnaire. As a result of the experiment, it was revealed that metacognition level is correlated with self-regulated learning level. Similar dynamics of students ‘ responses to metacognition and self-regulated learning were revealed. Consequently, metacognition skills determine whether students are independent in their learning and how to regulate it. Due to the constant high percentage of positive responses, it can be stated that the online educational environment stimulates the development of metacognitive qualities and self-regulation skills of students.