Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance.

Autor/inn/en	Roebers, Claudia M.; Krebs, Saskia S.; Roderer, Thomas
Titel	Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance. Gefälligkeitsübersetzung: Metakognitive Überwachung und Kontrolle bei Grundschulkindern: Ihre Zusammenhänge und ihre Rolle bei der Testdurchführung.
Quelle	In: Learning and individual differences, (2014) 29, S. 141-149Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
Schlagwörter	Metakognition; Selbstbeobachtung; Testergebnis; Schule; Grundschule; Schüler; Lernen; Selbstgesteuertes Lernen; Leistung
Abstract	Investigated the interconnection of mastery oriented motivation, metacognitive monitoring, and control processes and their link to test performance in elementary school students. 138 3rd graders and 147 5th graders participated in the study, and their mastery oriented motivation, metacognitive monitoring, and control process results were incorporated into structural equation models that compared their influence on self-regulated learning. This structural equation modeling approach found that motivation, monitoring, and control supports did not differ between the 2 groups. Individual differences in monitoring demonstrated direct positive effects on performance and direct negative effects on control. It is concluded that in future research, it will be important to include varying factors operating at different stages of task mastery in models of self-regulated learning in order to increase the understanding of the mechanisms operating at the micro level and macro level of self-regulated learning and test taking behavior. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3