The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications

Schneider, Wolfgang; Tibken, Catharina; Richter, Tobias

doi:10.1016/bs.acdb.2022.04.006

Cited by 14 publications

(10 citation statements)

References 70 publications

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“…Veenman et al (2004) examined the metacognitive skills of students between the ages of 9 and 22 and found that these abilities showed a linear increase with age. These findings are supported by a thorough overview of the development of metacognitive knowledge and the educational implications (See Schneider, Tibken, & Richter, 2022).…”

Section: Introductionmentioning

confidence: 56%

Metacognitive Knowledge, Regulation, and Study Habits

MacKewn¹,

Depriest²,

Donavant³

2022

PSYCH

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The relationship between metacognitive knowledge, metacognitive regulation, depth of studying, and academic success was examined in university undergraduates. Further, age differences in these variables were compared between preadults (up to age 24) and adults (25 and older). Metacognitive regulation was found to be positively correlated with metacognitive knowledge, deep and strategic study habits, but no relationship was found between study habits or metacognition and GPA. Adults scored higher on all metacognitive knowledge subscales and the overall knowledge score, and all but the planning metacognitive regulation subscale. Explanations and application of findings are discussed.

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Section: Introductionmentioning

confidence: 56%

Metacognitive Knowledge, Regulation, and Study Habits

MacKewn¹,

Depriest²,

Donavant³

2022

PSYCH

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“…The results from the transfer task provide further evidence that external cognitive strategies become far more frequent from around 6 years (Armitage et al, 2020;Bulley et al, 2020), potentially due to transitions in executive functions (J. R. Best & Miller, 2010) or metacognitive control (Schneider et al, 2022). Executive functions refer to the skills necessary for purposeful goal-oriented action (Anderson, 1998), such as problem solving, reasoning, and planning, and include the abilities to think creatively and flexibly (Diamond & Lee, 2011;Mahy et al, 2014).…”

Section: Discussionmentioning

confidence: 83%

Creativity and flexibility in young children's use of external cognitive strategies.

Armitage¹,

Suddendorf²,

Bulley³

et al. 2023

Developmental Psychology

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A cardinal feature of adult cognition is the awareness of our own cognitive struggles and the capacity to draw upon this awareness to offload internal demand into the environment. In this preregistered study conducted in Australia, we investigated whether 3–8-year-olds (N = 72, 36 male, 36 female, mostly White) could self-initiate such an external metacognitive strategy and transfer it across contexts. Children watched as an experimenter demonstrated how to mark the location of a hidden prize, thus helping them successfully retrieve that prize in the future. Children were then given the opportunity to spontaneously adopt an external marking strategy across six test trials. Children who did so at least once were then introduced to a conceptually similar but structurally distinct transfer task. Although most 3-year-olds deployed the demonstrated strategy in the initial test phase, none of them modified that strategy to solve the transfer task. By contrast, many children aged 4 years and older spontaneously devised more than one previously unseen reminder-setting strategy across the six transfer trials, with this tendency increasing with age. From age 6, children deployed effective external strategies on most trials, with the number, combination, and order of unique strategies used varying widely both within and across the older age groups. These results demonstrate young children's remarkable flexibility in the transferral of external strategies across contexts and point to pronounced individual differences in the strategies children devise.

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“…An unknown systematically differing third variable seems rather unlikely given the sample size and structure. In addition, no absolute differences in the metacognitive ability of students in the two grade levels seems unlikely in light of the existing literature (e.g., Schneider et al, 2022). However, it is conceivable that the Dunning-Kruger effect is driven not so much by the absolute level of metacognitive ability but by the relative level of metacognitive ability (i.e., students' metacognitive ability compared to their peers' metacognitive ability).…”

Section: Political Knowledge and The Dke 29mentioning

confidence: 92%

When Will They Know What They Don’t Know? Political knowledge and the Infamous Dunning-Kruger Effect

Alscher,

Ludewig,

Kleinkorres

et al. 2024

Preprint

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The Dunning-Kruger effect describes that low performers tend to overestimate and high performers tend to underestimate their ability and that on average low performers provide less accurate estimates of their ability than high performers. Based on data from N = 1,047 students in Grade 7 (n = 613) and Grade 10 (n = 434), we examined whether the Dunning-Kruger effect exists with regard to high school students’ political knowledge, whether the effect is different in Grade 7 and Grade 10, and how teachers’ behavior (i.e., cognitively activating and motivating teaching) affects students’ judgement accuracy and judgement direction. The results show that the Dunning-Kruger effect exists in both grade levels. Furthermore, visual and statistical examination of the data suggest that the pattern of data is very similar in both grade levels. Finally, we further find that perceived motivational quality is associated with judgement accuracy, but also with overconfidence. Perceived cognitive activation is negatively associated with judgement accuracy. Through the usage of two-cohort data, this study applies a novel approach and bears important implications for research on the Dunning-Kruger effect. Furthermore, the results regarding the teachers’ behavior provide important insights for educational practice in civic education.

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The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications

Cited by 14 publications

References 70 publications

Metacognitive Knowledge, Regulation, and Study Habits

Metacognitive Knowledge, Regulation, and Study Habits

Creativity and flexibility in young children's use of external cognitive strategies.

When Will They Know What They Don’t Know? Political knowledge and the Infamous Dunning-Kruger Effect

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