Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-10-28 DOI:10.1016/j.learninstruc.2024.102043

Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers

{"title":"Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children","authors":"Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers","doi":"10.1016/j.learninstruc.2024.102043","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>The ability to accurately evaluate one's task performance (metacognitive monitoring) is crucial for children's learning and academic achievement, but mechanisms explaining monitoring development remain to be uncovered.</div></div><div><h3>Aim</h3><div>We investigated the role of language abilities for metacognitive monitoring in five to seven-year-old native and non-native speakers.</div></div><div><h3>Sample</h3><div>Data stems from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (<em>N</em> = 9167; 49.6 % male).</div></div><div><h3>Methods</h3><div>We computed cross-lagged panel models including measurements of children's language abilities and metacognitive monitoring (in math and science tasks) in kindergarten and grade one.</div></div><div><h3>Results</h3><div>Earlier language abilities predicted later metacognitive monitoring for native (β = −.21), but not for non-native speakers (β = −.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53), but not for native speakers (β = .03).</div></div><div><h3>Conclusion</h3><div>Fundamentally different mechanisms appear to drive native and non-native speakers’ metacognitive monitoring development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102043"},"PeriodicalIF":4.7000,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001701","RegionNum":1,"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

Background

The ability to accurately evaluate one's task performance (metacognitive monitoring) is crucial for children's learning and academic achievement, but mechanisms explaining monitoring development remain to be uncovered.

Aim

We investigated the role of language abilities for metacognitive monitoring in five to seven-year-old native and non-native speakers.

Sample

Data stems from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (N = 9167; 49.6 % male).

Methods

We computed cross-lagged panel models including measurements of children's language abilities and metacognitive monitoring (in math and science tasks) in kindergarten and grade one.

Results

Earlier language abilities predicted later metacognitive monitoring for native (β = −.21), but not for non-native speakers (β = −.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53), but not for native speakers (β = .03).

Conclusion

Fundamentally different mechanisms appear to drive native and non-native speakers’ metacognitive monitoring development.

查看原文本刊更多论文

语言能力和元认知监控发展：母语和非母语儿童的不同纵向发展途径

背景准确评估自己的任务表现（元认知监控）的能力对儿童的学习和学业成绩至关重要，但监控发展的解释机制仍有待揭示。方法我们计算了交叉滞后面板模型，其中包括对幼儿园和一年级儿童语言能力和元认知监控（数学和科学任务）的测量。相反，元认知监控可以预测非母语者的语言能力（β = .53），但不能预测母语者的语言能力（β = .03）。

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

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.