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Relevance. Problematic smartphone use, which is a widespread phenomenon in adolescents and young adults, is supported by metacognitions that play a crucial role in coping and provide control over thoughts related to problem behavior. Studies have shown that coping with problem behavior is mediated by the degree of engagement in metacognition, which in turn is correlated with thinking style characteristics. However, to date, there is a dearth of data on how thinking styles are interrelated with metacognitions in relation to problematic smartphone use and how these relationships change with ontogenetically determined cognitive and metacognitive maturation. Purpose of the study: to examine the contribution of style features of thinking to metacognitions in relation to problematic smartphone use (based on samples of high school and university students). Research methods and sample. The empirical data were collected using the methods “Metacognitions in relation to the problematic use of a smartphone” (S. Casale, L. Caponi, G. Fioravanti, adapted by V.N. Panferov, I.A. Gorkova, A.V. Miklyaeva) and “Thinking styles” (A.K. Belousov). The sample consisted of 284 students of 9-11 grades of general education schools and 350 university students. Main results. Regression analysis (method of stepwise inclusion of variables) did not reveal significant predictors for positive metacognitions regarding problematic smartphone use in the sample of high school students; for negative metacognitions regarding problematic smartphone use, the indicator of practical thinking style turned out to be a significant negative predictor (b=-0.18 at p<0.01). In the sample of students, proactive (b=-0.14 at p<0.01) and practical (b=-0.17 at p<0.01) thinking styles were significant negative predictors of positive metacognitions in relation to problematic smartphone use; for negative metacognitions, critical thinking style (b=-0.19 at p<0.001). Conclusion. The results suggest that as the cognitive domain matures, metacognitions regarding problematic smartphone use become more integrated with the characteristics of thinking styles, with the practical style making the most significant contribution to assessing the consequences of smartphone use at the initial stages of metacognitive potential formation, and then the role of the initiative and critical thinking styles consistently increases.

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