Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children

Desoete, Annemie; Baten, Elke; Vercaemst, Vera; Busschere, Ann De; Baudonck, Myriam; Vanhaeke, Jennis

doi:10.1007/s11858-018-01020-w

Cited by 18 publications

(16 citation statements)

References 75 publications

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“…As inductive reasoning as such is not part of Finnish fourth-graders' curriculum, they are likely to be inexperienced in such tasks. Lack of experience when forming expectations of the task is related to the concept of calibration (i.e., the match between the students' expected and actual performance; Alexander, 2013), which is known to have important implications for students' task processing and performance (Desoete et al, 2018). Students' under-or over-estimation of their competence (i.e., low calibration) has been suggested to possibly interfere with their task engagement, for example, through ineffective self-regulation (Bandura, 1982;Salomon, 1984).…”

Section: Discussionmentioning

confidence: 99%

Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

Nuutila

Tapola²,

Tuominen

et al. 2020

Front. Educ.

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In this study, we examined how situational interest, self-efficacy, and performance predict each other during task engagement, and how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did a computerized inductive reasoning task consisting of two sections. Before and after each section, the students reported their situational interest and self-efficacy, and at the end of the task, students stated whether they would like to do similar tasks again (i.e., continued interest). Students' domain-specific interest and self-concept in mathematics, and gender differences were controlled. A cross-lagged reciprocal effects model with repeated measures, control variables, and outcomes within the structural equation modeling framework was estimated. The results showed situational interest to have a stronger effect on self-efficacy than vice versa, and that they both partly contributed to task performance. Continued interest was influenced only by situational interest at the end of the task. The patterning of predictions across the different stages of the task suggests these effects to be somewhat sensitive to task characteristics.

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Section: Discussionmentioning

confidence: 99%

Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

Nuutila

Tapola²,

Tuominen

et al. 2020

Front. Educ.

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“…Pre-experimental measures encompassed participants' mathematical abilities, background characteristics, and motivation for mathematics. Mathematical abilities were retrieved from a pre-existing study when the children were in Grade 3 (Desoete et al, 2019), whereas background characteristics and motivation for mathematics were retrieved during the first school visit (in Grade 4). Post-experimental measures encompassed need experiences, interest/enjoyment, thoughts on disengagement, irritation and behavioral challenge seeking and were all retrieved during the second school visit, after the experimental manipulation took place.…”

Section: Instrumentsmentioning

confidence: 99%

How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.

Baten¹,

Vansteenkiste²,

Muynck³

et al. 2020

Journal of Educational Psychology

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Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampen or even cancel out these presumed negative outcomes associated with math difficulty in elementary school children (N = 479; Mage = 9.41). After varying an autonomy-supportive versus a controlling instructional style through a comic book, children solved a series of either easy-medium or difficult math exercises, followed by the completion of questionnaires and the opportunity to choose the difficulty level of a final set of exercises to work on independently. Children who solved difficult, relative to easier, exercises reported less interest, more irritation, and more cognitive disengagement, while also seeking less challenge when asked to work independently. Needbased experiences of competence and autonomy accounted for these effects. Yet, the impairing impact of task difficulty could, at least partially, be dampened through the use of an autonomysupportive relative to a controlling instructional style, which led to enhanced autonomy satisfaction. These findings largely occurred independent of children's motives for mathematics. The results have high practical value, especially for poor performers and children with Mathematical Learning Disabilities, who find math to be harder overall. Limitations and implications for practice are discussed. Educational Impact and Implications StatementAutonomy-supportive instructions (e.g., inviting language, meaningful rationale) were found to dampen the impairing effects of too difficult math tasks on children's motivational, cognitive, and affective experiences. This is especially important for poor performers and children with Mathematical Learning Disabilities, who find math to be harder overall. An

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“…The study material follows the recommendations of Broadbear (2003) and McMahon's (2009) to increase the cohesion between subject context and developing problem solving skills. Amongst exercises are also metacognitive reflective parts, which followed the structure and recommendation of Tanner (2017), Herawaty (2018) and Desoete, et al, (2019). The exercises sometimes lacked a clear definitive answer, and as such demanded more analytical and comparative approach.…”

Section: Methodsmentioning

confidence: 99%

“…As such, it is an important skill to have in modern times, due to everchanging skillset requirements and adaptation issues (Brinkley, 2019). Moreover students with higher metacognitive skills tend to be better at guiding their studies (Rohatgi, et al, 2006), finding better strategies in order to solve problems (Herawaty, et al, 2018) and over all be more involved in the studying process (Rohatgi, et al, 2016;Desoete, et al, 2019). Although further research is needed to understand the carry-over effect of metacognitive skills in various disciplines (Tanner, 2017).…”

Section: Higher Order Thinking Skillsmentioning

confidence: 99%

Action Research to Study Problem Solving Skills of Primary School Physics Students

2021

18th International Conference Cognition and Exploratory Learning in Digital Age 2021

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PISA studies have concluded that while the level of knowledge, amongst students in Estonia, is good the level of higher order thinking skills is lower, especially in natural sciences, which is accompanied by lower study motivation. In order to study the level of higher order thinking skills and what influences those skills, an action research was conducted. The research was done in Tallinn 21. school with 90 students from 8th grade. The students studied, using ICT enhanced study material specifically made to increase their higher order thinking skills. In order to study the effects of the study material, student's problem solving skills were measured before and after using the new study material. Also, the students had to answer a questionnaire, which was measuring their study motivation and self-confidence. The research concluded that the study material has an effect on the level of higher order thinking skills, but the statistical evidence was lacking to clearly understand the role of the new study material.

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Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children

Abstract: Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children.

Cited by 18 publications

References 75 publications

Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task

How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.

Action Research to Study Problem Solving Skills of Primary School Physics Students

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