Development of metacognitive monitoring and control skills in elementary school: a latent profile approach

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mariëtte van Loon, Claudia M. Roebers
{"title":"Development of metacognitive monitoring and control skills in elementary school: a latent profile approach","authors":"Mariëtte van Loon, Claudia M. Roebers","doi":"10.1007/s11409-024-09400-2","DOIUrl":null,"url":null,"abstract":"<p>This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses), effective restudy selections, and accuracy of response maintenance/withdrawal decisions. These indicators were measured for two tasks (text comprehension and Kanji memory) at two measurement points one year apart. Participants were 151 second graders (<i>M</i> age 7.61 years) and 176 fourth graders (<i>M</i> age 9.62 years). With latent profile analyses, distinct metacognition profiles were found for both grade levels at both measurement points. Children showed heterogeneity in the proficiency of metacognition but also in the extent to which metacognitive skills were generalizable across the two tasks. For second-grade children, being low at metacognition at the first measurement point was not associated with extra risks for low metacognition one year later. However, for fourth graders, children with low metacognitive skills appeared likely to stay low in metacognition over time and particularly showed ineffective restudy decisions. This indicates that they seemed at risk for a longer-term metacognitive deficiency. Findings may improve understanding of the heterogeneity of metacognition and support distinguishing typical from at-risk metacognitive development.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Metacognition and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11409-024-09400-2","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses), effective restudy selections, and accuracy of response maintenance/withdrawal decisions. These indicators were measured for two tasks (text comprehension and Kanji memory) at two measurement points one year apart. Participants were 151 second graders (M age 7.61 years) and 176 fourth graders (M age 9.62 years). With latent profile analyses, distinct metacognition profiles were found for both grade levels at both measurement points. Children showed heterogeneity in the proficiency of metacognition but also in the extent to which metacognitive skills were generalizable across the two tasks. For second-grade children, being low at metacognition at the first measurement point was not associated with extra risks for low metacognition one year later. However, for fourth graders, children with low metacognitive skills appeared likely to stay low in metacognition over time and particularly showed ineffective restudy decisions. This indicates that they seemed at risk for a longer-term metacognitive deficiency. Findings may improve understanding of the heterogeneity of metacognition and support distinguishing typical from at-risk metacognitive development.

Abstract Image

小学元认知监测和控制技能的发展:潜在特征分析方法
本研究旨在了解儿童在元认知监测和控制过程中的个体差异,以及元认知在一年中的发展轨迹。本研究采用了三个程序性元认知指标:监控准确性(正确与错误测试反应之间的信心判断区分)、有效的重学选择以及反应维持/撤回决策的准确性。这些指标是在相隔一年的两个测量点对两项任务(文字理解和汉字记忆)进行测量的。参与者包括 151 名二年级学生(平均年龄 7.61 岁)和 176 名四年级学生(平均年龄 9.62 岁)。通过潜在特征分析,发现两个年级在两个测量点上的元认知情况各不相同。孩子们在元认知的熟练程度以及元认知技能在两个任务中的可概括程度方面都表现出了异质性。对于二年级儿童来说,在第一个测量点元认知能力较低与一年后元认知能力较低的额外风险无关。然而,对于四年级学生来说,元认知能力低的孩子很可能会长期保持元认知能力低的状态,尤其是在重新学习的决定上表现出无效。这表明,他们似乎面临着长期元认知缺陷的风险。研究结果可以加深对元认知异质性的理解,并有助于区分典型的元认知发展和有风险的元认知发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
期刊介绍: The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信