Development of Children’s monitoring and control when learning from texts: effects of age and test format
| Autor: | Claudia M. Roebers, Natalie S. Bayard, Martina Steiner, Mariëtte H. van Loon |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Monitoring
4. Education media_common.quotation_subject 05 social sciences Control (management) 050301 education Metacognition Self-control Development Affect (psychology) Monitoring and control Article 050105 experimental psychology Education Developmental psychology Test (assessment) Reading comprehension Test format Reading (process) Control 0501 psychology and cognitive sciences Psychology Stability 0503 education media_common |
| Zdroj: | Metacognition and Learning |
| ISSN: | 1556-1631 1556-1623 |
| DOI: | 10.1007/s11409-019-09208-5 |
| Popis: | This study investigated elementary school children’s development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T1) and end (T2) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended questions than for true-false questions. For open-ended questions, results indicated higher metacognitive accuracy for fourth graders than second graders. No such age effects were found for monitoring and control for true-false questions. Longitudinally, children of both age groups improved their monitoring and control accuracy from T1 to T2, for open-ended and true-false questions. For both test types, improvement mainly occurred for the monitoring and controlling of incorrect, rather than correct answers. Additionally, the results indicated inter-individual stability of performance, but no stability of monitoring and control accuracy over time. The findings indicate that developmental as well as task-related factors affect children’s metacognitive accuracy. |
| Databáze: | OpenAIRE |
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