Florian J. Buehler, Ulrich Orth, Samantha Krauss, Claudia M. Roebers
{"title":"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","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":"{\"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}","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}
Language abilities and metacognitive monitoring development: Divergent longitudinal pathways for native and non-native speaking children
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.
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.