Children’s metacognitive knowledge of five key learning processes.

Abstract

To be successful in school, children must pay attention, ignore distractions, persist on tasks, be organized, and plan their work. However, these processes are not typically taught in school, and research has not yet examined whether children understand them. Given that children's understanding (metacognitive knowledge) of learning processes is associated with their performance, we investigated whether 1st-through 6th-grade children could explain what it meant to execute these 5 processes. We evaluated how many specific process components children mentioned in their definitions and whether the number of components they mentioned predicted scores on a picture memory task. Although almost all children were able to provide valid definitions of the learning processes, they mentioned only some of the components for each process. Children most frequently mentioned process components that were observable. For example, when asked to define organization, most mentioned organizing papers and other materials, but few mentioned managing time, thoughts, or actions. This indicates that children may be unaware of the actions needed to execute critical learning processes. We found that older children were more aware of the components of organization and planning than were younger children. In addition, the number of components children mentioned when defining organization and their combined knowledge of all processes predicted their performance on a picture memory task. Given children's limited metacognitive knowledge of these learning processes and the association of such knowledge with task performance, explicit instruction on these learning processes and related strategies may be beneficial. What is the significance of this article for the general public?This study showed that (a) children may not be aware of the components of important learning processes such as paying attention, ignoring distractions, persisting on tasks, being organized, and planning, and (b) the extent of children's knowledge of some processes is associated with their performance on learning tasks. Parents and educators should explain the steps involved in executing learning processes, when appropriate, to reinforce children's understanding. More schools should integrate metacognitive knowledge and strategy instruction into their curriculum at all grade levels.

Slovenian Validation of the Children’s Perceived Use of Self-Regulated Learning Inventory

“…To assess criterion validity, we used several simple self-report selfregulation variables reflected in behavior (time management of daily activities and schoolwork, and regularity of schoolwork), school performance variables, and a more complex externally assessed metacognitive knowledge task. The selection of variables was based on (meta-analytic) research on the positive association of school performance with time management, regularity of schoolwork (Cyril, 2015;Núñez et al, 2015;Aeon et al, 2021), and metacognitive knowledge (Gomes et al, 2014;Ergen and Kanadli, 2017;Stephanou and Mpiontini, 2017;Simons et al, 2020). We recorded average school grade in the previous year, binarycoded involvement in school and out-of-school extracurricular activities, and responses to single-item measures (all with 5-point Likert-type scales) regarding time management of daily activities, schoolwork, learning for a test, and regularity of studying.…”

Thinking About Behavior: Perspective on Meta-Behavior in Education

“…Similarly, Schraw and Dennison's (1994) metacognition model proposed that knowledge and regulation about cognition are combined to form behavioral concepts that contribute to the meta-behavior strategy. This strategy entails mental activities that assist an individual in planning, monitoring, and evaluating an action before it being manifested physically (Oxley, 2018;Simons et al, 2020).…”

“…Metacognitive skills play an essential role in cognitive activities and processes, such as communication, language, perception, and attention retention. Metacognitive aids in the organization of cognitive activities before executing a decision or action (Schraw and Dennison, 1994;Pelton, 2014;Simons et al, 2020). Furthermore, metacognitive skills aid in the monitoring of knowledge to achieve the goal of cognition.…”

“…The concept of metacognition does not simply imply that one is aware and believes in organizing and carrying out cognitive activities. Instead, it is more important to understand how cognition occurs (Pelton, 2014;Doyle and Hourihan, 2016;Simons et al, 2020). Thus, metacognition necessitates specific knowledge and regulating one's thinking processes toward activities, operations, and cognitive strategy.…”

How the construct of metacognition has contributed to translational research in education, mental health, and beyond.

“…Educational translation is seen in Simons, Metzger, and Sonnenschein’s (2020) contribution, which examines children’s metacognitive knowledge of the learning processes that are associated with their performance on a memory task. Their findings suggest that children have rather limited metacognitive knowledge of these learning processes and suggest explicit instruction on the relevant processes as a critical next step.…”