Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance

Roebers, Claudia M.; Krebs, Saskia; Roderer, Thomas

doi:10.1016/j.lindif.2012.12.003

Cited by 80 publications

(84 citation statements)

References 44 publications

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“…This supports the previous line of research, which found that education and development leads to metacognition becoming partly independent from intelligence ( Van der Stel & Veenman, 2014; and to the children gaining better metacognitive accuracy (Finn & Metcalfe, 2014;Flavell, 2000;Roebers et al, 2014;Van Loon et al, 2017). We found that both (performance and calibration) feedback ameliorated children's monitoring accuracy.…”

Section: Discussionsupporting

confidence: 92%

“…Monitoring ongoing activities is essential for planning and coordinating operations and resources that enable the person to choose, change or improve their strategy for attaining educational goals. More accurate monitoring is required for better performance (Dunlosky & Rawson, 2012;Roebers, Krebs, & Roderer, 2014;Serra & Metcalfe, 2009). Being overconfident about task performance often leads to worse study performance (Dunlosky & Rawson, 2012), because the students do not spent sufficient time learning (Metcalfe & Finn, 2008).…”

mentioning

confidence: 99%

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Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child's development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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“…Another reason for assuming a relationship between early theory of mind and later school achievement might be that children require a more sophisticated understanding of mind in order to evidence metacognitive behaviors in school settings (Meichenbaum & Biemiller, 1992) which in turn have repeatedly been shown to impact learning outcomes (e.g., Dunlosky & Metcalfe, 2009;Koriat & Goldsmith, 1996;Roebers, Krebs, & Roderer, 2014;Schneider & Lockl, 2008). It is likely that children with more advanced theory-of-mind development reflect more often and/or more efficiently on their own learning activities and show more metacognitive behaviors such as defining tasks, planning, monitoring, and evaluating.…”

Section: Introductionmentioning

confidence: 99%

Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings

Lockl

Ebert

Weinert

2017

Learning and Individual Differences

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“…O instrumento foi construído pelas autoras do presente artigo, com base na literatura da área (Huff & Nietfeld, 2009;Loon, Bruin, Gog, & Merriënboer, 2013;Pascualon-Araújo & Schelini, 2013;Roebers, Krebs, & Roderer, 2014) e é de natureza eminentemente cognitiva e metacognitiva. � composto por oito perguntas, sendo quatro de Língua Portuguesa e quatro de Matemática, relacionadas ao conteúdo curricular previsto para cada ano/série, com níveis crescentes de dificuldade.…”

Section: Instrumento Monitoramento Metacognitivounclassified

“…Resultados provenientes dessas investigações evidenciam uma correlação forte e positivado monitoramento metacognitivo com o desempenho escolar. Revelam, também, que os alunos mais velhos e as meninas apresentam maior precisão no monitoramento metacognitivo (Bryce & Whitebread, 2012;Kolić-Vehovec & Bjšanki, 2006;Ots, 2013;Roebers, Cimeli, Röthlisberger, & Neuenschwander, 2012;Roebers, Howie, & Beuscher, 2007;Roebers, Krebs, & Roderer, 2014). Ademais, constata-se que as pesquisas nessa temática têm empregado diferentes instrumentos, como o teste Cloze, exercícios relacionados a disciplinas específicas ou até mesmo entrevistas.…”

Section: Introductionunclassified

Monitoramento Metacognitivo de alunos do Ensino Fundamental

Tanikawa

Boruchovitch

2016

Psicol. Esc. Educ.

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ResumoA presente pesquisa teve como objetivo examinar o monitoramento metacognitivo de 159 estudantes do Ensino Fundamental e investigar suas relações com gênero, idade, nível de escolaridade, desempenho escolar e participação ou não no Programa de Recuperação Paralela. Os alunos eram do 3º e 4º anos e de 5ª e 8ª série com idade entre oito e quinze anos. Os dados foram coletados por um instrumento com exercícios de Monitoramento Metacognitivo em Língua Portuguesa e em Matemática e duas questões que avaliam a precisão do julgamento do participante.Os resultados revelaram que estudantes mais novos foram mais precisos no monitoramento e apresentaram melhor desempenho escolar, independentemente do gênero. A precisão do monitoramento diminuiu com o avançar da escolaridade e foi maior entre os alunos que não frequentavam o programa de recuperação paralela. Os dados são discutidos em termos das implicações do monitoramento metacognitivo para o contexto educacional. Palavras-chave:Autorregulação; metacognição; Educação Básica. Metacognitive Monitoringin students of elementary school AbstractThis study aimed to examine the metacognitive monitoring of 159 students of elementary school and investigate its relationship with gender, age, education level, school performance and participation or not in Parallel Recovery Program. The students were 3rd and 4th year and 5th and 8th grade aged between eight and fifteen years. Data were collected by an instrument with Metacognitive Monitoring exercises in Portuguese and mathematics and two questions that assess the participant's judgment accuracy. The results revealed that younger students were more accurate monitoring and showed better school performance, regardless of gender. The accuracy of monitoring decreased with advancing education and was higher among students who did not attend the parallel recovery program. The data are discussed in terms of the implications of metacognitive monitoring to the educational context. Keywords: Self-Regulation; Metacognition; Basic education. Supervisión Metacognitivo de alumnos de la Enseñanza Primaria ResumenLa presente investigación tuvo como objetivo examinar el monitoreo metacognitivo de 159 estudiantes de la Enseñanza Primaria e investigar sus relaciones con género, edad, nivel de escolaridad, rendimiento escolar y participación o no en el Programa de Recuperación Paralela.Los alumnos eran del 3 er y 4º curso y de 5ª y 8ª cursos con edad entre ocho y quince años. Los datos se recolectados por un instrumento con ejercicios de Supervisión Meta cognitivo en Lengua Portuguesa y en Matemáticas y dos cuestiones que evalúan la precisión del juzgamiento del participante. Los resultados revelaron que estudiantes más jóvenes fueron más precisos en la supervisión y presentaron mejor rendimiento escolar, independientemente del género. La precisión de la supervisión disminuyó con el avance de la escolaridad y fue mayor entre los alumnos que no frecuentaban el programa de recuperación paralela. Los datos son discutidos en términos de las implicaciones...

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Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance

Cited by 80 publications

References 44 publications

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings

Monitoramento Metacognitivo de alunos do Ensino Fundamental

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