Metacognition and emotional regulation in children from 8 to 12 years old

Abstract

BackgroundThe Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self‐regulation from a top‐down to a bottom‐up process and vice versa.AimsThe study examines the link between metacognition and emotional regulation in the everyday problem‐solving performance of children in elementary school. Emotional regulation is studied from the angle of coping strategies.Sample(s)Participants were 269 children aged 8.17–11.66 years old (Mean = 9.8, SD = 0.88).MethodsThey completed a French version of the ‘The Metacognitive Experiences Questionnaire’ developed by Efklides and Petkaki (2005, Learning and Instruction, 15, 415) and the Kidcope (Spirito et al., 1988, Journal of Pediatric Psychology, 13, 555) to measure the coping strategies before and after solving the everyday problem taken from ‘The Everyday Cognition Battery’ (Allaire & Marsiske, 1999, Psychology and Aging, 14, 261).ResultsThe results indicate that several metacognitive experiences are significantly linked to solving everyday problems, in particular the feeling of difficulty. The other results of our study show that no single coping strategy was linked to problem‐solving performance but that the three coping strategies (i.e., emotional outburst, blaming others, and magical thinking) are linked to metacognitive experiences.ConclusionsThe results highlight the importance of emotional regulation on cognitive performance, both before and after solving the problem. These findings have important implications for teachers, who should be aware of the effect that a feeling of difficulty may have on solving a given problem.

The effect of metacognition on students’ chemistry identity: the chain mediating role of chemistry learning burnout and chemistry learning flow

“…As argued by Semerari et al (2012), emotional understanding and cognitive attribution are essential components of the metacognitive system, which includes identifying and controlling inner emotions, adjusting one's emotions to positively deal with challenges, and reasonably attributing learning results (Schraw, 1998). Naturally, the use of metacognitive strategies is conducive to regulating and managing emotion in the learning process to reduce burnout levels (Seibert et al, 2017;Pennequin et al, 2020). In addition, it has been demonstrated that the improvement of metacognitive awareness can lead to a significant reduction in a negative state of mind (Matthews et al, 1999;Al-Baddareen et al, 2015;Saricam, 2015;O ¨z, 2016), including learning burnout.…”

“…In addition, the 95% CI of the conditional indirect effects of chemistry learning burnout did not include 0, showing that chemistry learning burnout had a significant mediating effect between metacognition and chemistry identity (b = 0.09). The development of metacognitive awareness can help students immediately perceive, understand and adjust their negative emotions to effectively reduce their sense of burnout in the process of chemistry learning (Seibert et al, 2017;Pennequin et al, 2020). An increase in learning burnout causes students to lose interest in learning and fail to perceive the meaning of learning (Hu and Yeo, 2020), affects students' identity processing style, and has a negative impact on students' selfperception of academic ability (Erentaite et al, 2018;Verhoeven et al, 2018); thus, chemistry learning burnout negatively predicts students' chemistry identity (Verhoeven et al, 2018).…”

How are the Parents Involvement, Peers and Agreeableness Personality of Lecturers Related to Self-Regulated Learning?

“…Organizational strategies include deep processes in the use of various tactics such as taking notes, drawing diagrams, or charts to organize subject matter in several ways. Strategy to regulate metacognition two things need to be examined related to metacognition, namely metacognitive knowledge and regulation (Pennequin et al, 2020;Woolfolk, 2008).…”

Metacognición y resolución de problemas en niños escolarizados

“…2. Demuestran que la metacognición es un predictor significativo del desempeño de los niños en la resolución de problemas (Aurah et al, 2011;Howard et al, 2001;Marić y Sakač, 2018;Özcan y Gümüs, 2019;Pennequin et al, 2019). 3.…”