Children's Use of Meta-Cognition in Solving Everyday Problems: Children's Monetary Decision-Making

Autor/inn/en	Lee, Chwee Beng; Koh, Noi Keng; Cai, Xin Le; Quek, Choon Lang
Titel	Children's Use of Meta-Cognition in Solving Everyday Problems: Children's Monetary Decision-Making
Quelle	In: Australian Journal of Education, 56 (2012) 1, S.22-39 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Grounded Theory; Focus Groups; Parent Participation; Metacognition; Parent School Relationship; Foreign Countries; Grade 5; Problem Solving; Money Management; Role; Decision Making; Elementary School Students; Interviews; Singapore + Suchen Sie Ihr Suchwort? Elternmitwirkung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Problemlösen; Rollen; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Singapur
Abstract	The purpose of this study was to understand how children use meta-cognition in their everyday problem-solving, particularly making monetary decisions. A particular focus was to identify components of meta-cognition, such as regulation of cognition and knowledge of cognition observed in children's monetary decision-making process, the roles of meta-cognition in children's monetary decision-making process, and the emerging factors that help to explain children's monetary decision-making processes. Data were collected from 136 mixed ability fifth-grade students (typically 10 years of age) from six different government primary schools in Singapore through focus group and one-to-one interviews. Using grounded theory, it was found that children's monetary decision-making is a complex process, that children often reflect upon unwise decisions and unpleasant experiences, and that parental involvement was an influential factor in their children's decision-making. (Contains 3 figures.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10