Relation between intellectual and metacognitive skills: Age and task differences

Veenman, Marcel V. J.; Spaans, Marleen A.

doi:10.1016/j.lindif.2004.12.001

Cited by 337 publications

(290 citation statements)

References 58 publications

(70 reference statements)

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“…Concerning the development of metacognitive regulation, no major developmental trend has Psychology been identified (see Handel, Artelt, & Weinert, 2013;Lockl & Schneider, 2002;Schneider, 2008). Metacognitive skills appear at the age of 8 to 10 years, and expand in the years thereafter (Berk, 2003;Veenman & Spaans, 2005;Veenman et al, 2004). In addition, planning matures earlier than both monitoring and evaluation (Veenman & Spaans, 2005).…”

Section: Metacognition In Learning and Academic Achievementmentioning

confidence: 99%

“…Metacognitive skills appear at the age of 8 to 10 years, and expand in the years thereafter (Berk, 2003;Veenman & Spaans, 2005;Veenman et al, 2004). In addition, planning matures earlier than both monitoring and evaluation (Veenman & Spaans, 2005). Moreover, as Veenman et al (2006: 8) suggest "metacognitive knowledge and skills already develop during preschool or early-school years at a very basic level, but become more sophisticated and academically oriented whenever formal educational requires the explicit utilization of a metacognitive repertoire".…”

Section: Metacognition In Learning and Academic Achievementmentioning

confidence: 99%

See 1 more Smart Citation

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Section: Metacognition In Learning and Academic Achievementmentioning

confidence: 99%

Section: Metacognition In Learning and Academic Achievementmentioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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“…When measuring metacognition, it is important to note that metacognition probably is quite domain-specific (Veenman and Spaans 2005). The regulation of cognitive activities useful in one domain (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

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“…The role that metacognitive skills play in mathematics, however, seems to be subject to change in the early years of secondary education (i.e., when students are 13-15 years old). Metacognitive skills seem to become more general (i.e., less domain-specific) by nature (Veenman & Spaans, 2005). Moreover, according to the monotonic development hypothesis (Alexander, Carr, & Schwanenflugel, 1995), metacognitive skills increase with age independent of intellectual development.…”

mentioning

confidence: 99%