Metacognitive monitoring and control processes involved in primary school children's test performance

Abstract

The study offers evidence for the impact of metacognitive processes in students' learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills.

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).…”

“…This type of analysis is recommended by Nelson (1984; and is commonly used to analyse monitoring accuracy on JOC tasks (e.g., Roebers, et al, 2009;Sawyer, et al, 2013). Gamma correlations range between + 1 and -1; a score of 0 indicates chance-level accuracy, in which confidence judgements are not associated in any way with whether an answer is correct or not.…”

Das Selbstkonzept von Kindern in der Schuleingangsphase

“…Metacognitive monitoring and control were measured using a multi-phase task adapted from previous experimental studies (Krebs & Roebers, 2009;Roebers & Fernandez, 2002;Roebers, Schmid, & Roderer, 2009): in the first phase of this task, children were presented with 18 schematic pictures of simple objects and animals (e.g., "Hund"-dog; "Fliege" -fly; "Handtuch" -towel; "Fahrrad" -bicycle) and instructed to write the corresponding word on the line beside the picture. Items were selected based on intensive piloting ensuring varying degrees of item difficulty (mean proportion correct across children = .65; range: .24 -.90, each 6 easy, average, and difficult items, respectively).…”

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

“…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).…”

“…Knowledge about potentially useful strategies, personal weaknesses, and interactions between task demands and strategies, directly influence strategy use hence indirectly affecting learning outcomes (Schneider et al, 1998;Van der Stel & Veenman, 2008;Veenman & Spaans, 2005). 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).…”