The Longitudinal Relation Between Language Abilities and Metacognitive Monitoring in Native and Non-native Speaking Children

Abstract

The ability to accurately evaluate one’s task performance (metacognitive monitoring) is crucial for children’s learning and academic achievement. We investigated the role of language abilities for metacognitive monitoring in five to seven years old native and non-native speakers. Data stem from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (N = 9,167; 49.6 % male). Cross-lagged panel models revealed that earlier language abilities predict later metacognitive monitoring for native (β = -.21) but not for non-native speakers (β = -.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53) but not for native speakers (β = .03). Our results suggest different mechanisms driving native and non-native speakers metacognitive monitoring development.

Training Primary School Children’s Uncertainty Monitoring

“…We assessed children's uncertainty monitoring at pre-and posttest. We also assessed individual difference measures which are known to be related to uncertainty monitoring, such as receptive grammar, executive functions, working memory, and fluid intelligence (Buehler et al, 2023;Gonzales et al, 2021;Roebers, 2017). Between the pre-and posttest, participants completed six training sessions.…”