Children's strategic regulation, metacognitive monitoring, and control processes during test taking

Abstract

The study offers evidence for the impact of metacognitive skills in children's learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills. Further, findings underline the importance of memory retrieval for subsequent metacognitive processes.

Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

“…This task was designed to assess the accuracy of children's metamemory monitoring and control processes, and was based heavily on the design employed among typically developing children (e.g., Krebs & Roebers, 2010;Roebers, Schmid, & Roderer, 2009). The task consisted of a study phase, a test phase, a JOC phase (during which confidence in the accuracy of recall was assessed), and a "metacognitive control phase" (during which the accuracy of metacognitive control processes were assessed).…”

“…The average confidence judgment participants gave for the answers they removed was calculated, as was the average confidence judgement participants gave for the answers they kept. These scores were calculated to provide a measure of how participants' monitoring judgements influenced their control performance (see e.g., Krebs & Roebers, 2010). The more participants' control processes were influenced by their JOC ratings accuracy, the larger the difference should be between their confidence ratings for kept answers compared to answers they removed.…”

Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

“…A major drawback of this research, however, is its narrow focus on the monitoring of text comprehension. Although other studies investigated the reproduction of science content, this content was unfamiliar and unrelated to the students' curricula (Roebers et al, 2009;Krebs & Roebers, 2010). To our knowledge, no previous research investigated monitoring of the reproduction of curricula-based content in science.…”

“…Metacognitive processes have repeatedly been found to substantially influence students' academic success and learning progress in the long and short run (Schneider & Pressley, 1997), within shorter periods of time (Körkel & Schneider, 1991;Schneider et al, 1998), and their actual test performance (Roebers et al, 2009;Krebs & Roebers, 2010). Therefore, several authors have emphasized the need for transfer of the theoretical concepts, from basic research on metacognitive development, directly into the educational practice (Carr et al, 1989;Hacker et al, 2009, Kuhn & Dean, 2004Williams et al, 2002).…”

“…Precise procedural metacognitive skills, such as accurate monitoring of correct and incorrect answers, precede an efficient and successful search for committed errors (Roebers et al, 2009). This leads to control strategies, such as withdrawing previously given answers or correcting errors, thus increasing overall test performance (Krebs & Roebers, 2010). Importantly, student's achievement levels have consistently been found to affect the efficiency of metacognitive processes during the learning process: children with higher school achievement are better able to monitor their learning processes accurately, to evaluate their learning outcome realistically, and to operate efficiently on their own monitoring (Alexander et al, 1995;Coutinho, 2007;Garrett et al, 2006;Krebs & Roebers, 2011;Kruger & Dunning, 1999;Montague & Bos, 1990;Slife et al, 1985;Veenman & Spaans, 2005).…”