The Development of Metacognitive Monitoring and Control in Second Graders: A Short-Term Longitudinal Study

Autor/inn/en	Roebers, Claudia M.; Spiess, Manuela
Titel	The Development of Metacognitive Monitoring and Control in Second Graders: A Short-Term Longitudinal Study
Quelle	In: Journal of Cognition and Development, 18 (2017) 1, S.110-128 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2016.1157079
Schlagwörter	Metacognition; Cognitive Development; Grade 2; Elementary School Students; Longitudinal Studies; Spelling; Skill Development; Foreign Countries; Statistical Analysis; Switzerland + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schreibweise; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Statistische Analyse; Schweiz
Abstract	Although metacognition is considered a central aspect of self-regulated learning and is often linked to learning outcomes, little is known about the intraindividual development and factors that lead to developmental improvement over time. This longitudinal study investigated 2nd graders' (N = 119, aged 8-9 years) metacognitive monitoring and control abilities in the context of spelling. Children were tested at the beginning (T[subscript 1]) and at the end of their 2nd school year (T[subscript 2]). The study focused on the development of monitoring and control, their interplay at both measurement points and across time, and the cross-sectional and longitudinal impact of 1st-order task performance (here, spelling) on the 2 metacognitive processes. Results revealed substantial developmental progression in most monitoring and control measures. Monitoring and control were interrelated cross-sectionally only at T[subscript 2], but longitudinally, control predicted monitoring. Interestingly, earlier spelling performance predicted not only later spelling, but also later monitoring and control abilities. The findings indicate that earlier domain-specific skills in the 1st-order task (i.e., spelling) are 1 of several possible driving forces for metacognitive development. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01