The role of metacognitive experience: Can feedback training affect kindergarteners'monitoring accuracy?

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Metacognition and Learning Pub Date : 2025-01-01 Epub Date: 2025-06-05 DOI:10.1007/s11409-025-09422-4

Kristin Kolloff, Ebru Ger, Claudia M Roebers

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Abstract

This study explored the effects of metacognitive training on 6-year-old kindergarteners, focusing on (a) enhancing metacognitive monitoring accuracy through feedback, and (b) examining whether children use choice latency as a valid cue for their monitoring judgments (cue utilization). A total of 214 children were assigned to one of three groups: performance feedback, monitoring feedback, and an active control. They completed 12 training sessions and were tested before and after the training with memory learning tasks. Results showed that neither feedback type improved monitoring accuracy. However, choice latency was confirmed as a valid cue that children use in their confidence judgments. Despite repeated feedback, there was no observable integration of this feedback into future monitoring judgments. The study discusses both the theoretical and practical implications of these findings, highlighting the children's cue utilization and suggesting avenues for future research.

Supplementary information: The online version contains supplementary material available at 10.1007/s11409-025-09422-4.

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元认知经验的作用：反馈训练是否会影响幼儿的监控准确性？

本研究探讨了元认知训练对6岁幼儿园儿童的影响，主要关注(a)通过反馈提高元认知监测的准确性；(b)考察儿童是否将选择延迟作为监测判断的有效线索（线索利用）。共有214名儿童被分为三组：表现反馈组、监控反馈组和主动控制组。他们完成了12次训练，并在训练前后接受了记忆学习任务的测试。结果表明，两种反馈方式均不能提高监测精度。然而，选择延迟被证实是儿童在信心判断中使用的有效线索。尽管反复反馈，但没有观察到这些反馈与未来的监测判断相结合。本研究讨论了这些发现的理论和实践意义，强调了儿童的线索利用，并提出了未来研究的途径。补充信息：在线版本包含补充资料，提供地址：10.1007/s11409-025-09422-4。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

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.