为土耳其学龄前儿童开发和验证元认知评估工具:针对 48-66 个月大儿童的测试

IF 2.8 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Hatice Merve İmir, K. Büşra Kaynak‐Ekici, Z. Fulya Temel
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引用次数: 0

摘要

本研究探讨了土耳其 48-66 个月大学龄前儿童的元认知监控,这对他们的学习和发展至关重要。研究设计了一项专门的配对联想任务,以评估该年龄组儿童的高阶思维能力。对 160 名儿童(52.5% 为女孩,47.5% 为男孩;平均年龄为 57.6 个月,标准差为 4.8)的数据进行了分析。元认知思维测试包括回忆和判断两部分,儿童在回忆尝试后对自信心进行评分。对判断部分进行的因子分析显示,该测验具有双因子结构,其中有 14 个项目显示了记忆与信心的一致性。整个测验的 Cronbach's alpha 值为 0.820。值得注意的是,儿童倾向于高估不准确的回忆,这与邓宁-克鲁格效应一致。尽管存在局限性,但本研究揭示了幼儿元认知监控发展过程中自信与准确之间的复杂关系,为这一领域的进一步研究奠定了基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development and validation of a metacognitive assessment tool for Turkish preschool children: A test for 48–66 months‐old
This study examines metacognitive monitoring in Turkish preschoolers aged 48–66 months, crucial for their learning and development. A specialised paired‐association task was designed to assess higher‐order thinking skills in this age group. Data from 160 children (52.5% girls, 47.5% boys; mean age 57.6 months, standard deviation 4.8) were analysed. The Metacognitive Thinking Test includes Recall and Judgement sections, where children rate confidence after recall attempts. Factor analysis of the Judgement Part revealed a two‐factor structure with 14 items demonstrating memory‐confidence alignment. The overall test's Cronbach's alpha value is 0.820. Notably, children tended to overestimate inaccurate recollections, aligning with the Dunning–Kruger effect. Despite limitations, the study sheds light on the complex relationship between confidence and accuracy in young children's metacognitive monitoring development, laying the foundation for further research in this area.
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来源期刊
Infant and Child Development
Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.90
自引率
9.10%
发文量
93
期刊介绍: Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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