Metakognition und Leistung.

Autor/inn/en	Artelt, Cordula; Neuenhaus, Nora
Titel	Metakognition und Leistung.
Quelle	Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 127-146 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2358-9; 978-3-8309-2358-9
Schlagwörter	Sekundäranalyse; Denkprozess; Kognitive Kompetenz; Metakognition; Lernerfolg; Schülerleistung; Lesekompetenz; Mathematische Kompetenz; Messung; Leistung; Strategie; PISA (Programme for International Student Assessment); Deutschland
Abstract	Engagement in metacognitive processes is highly relevant for effective self-regulation. As a prerequisite for reflective and strategic learning, metacognition is assumed to support knowledge acquisition and learning. This chapter addresses the relation between metacognition and learning outcomes by taking into account different facets of metacognition and various operationalizations. Three facets of the construct are described, namely metacognitive knowledge, procedural metacognition, and frequency of strategy use. Their methodological benefits/disadvantages and their role in learning are discussed. Relationships of metacognitive knowledge and self-reported strategy use with students' achievement in different PISA cycles are then presented. Results are reported for metacognition and achievement measures related to reading (PISA 2000) and to mathematics (PISA 2003). Whereas a test of metacognitive knowledge that was newly developed for PISA 2009 and the strategy use scale proved to be equally appropriate for an international comparison in terms of their psychometric properties, the German national PISA data indicate that metacognitive knowledge is a much stronger predictor of reading/mathematics achievement than is self-reported strategy use. Although the impact of strategy use on achievement is low, a combination of frequent strategy use and high levels of metacognitive knowledge proved to support achievement best, particularly in reading. Implications for the assessment of metacognition are discussed, and consequences for further research are identified. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4