Metacognitive Knowledge in Children at Early Elementary School

Autor/inn/en	Haberkorn, Kerstin; Lockl, Kathrin; Pohl, Steffi; Ebert, Susanne; Weinert, Sabine
Titel	Metacognitive Knowledge in Children at Early Elementary School
Quelle	In: Metacognition and Learning, 9 (2014) 3, S.239-263 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-014-9115-1
Schlagwörter	Metacognition; Elementary School Students; Cognitive Processes; Longitudinal Studies; Case Studies; Goodness of Fit; Test Validity; Psychometrics; Culture Fair Tests; Cognitive Development; Cognitive Tests + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Testvalidität; Psychometry; Psychometrie; Kognitive Entwicklung; Kognitiver Fähigkeitstest
Abstract	In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children's knowledge about mental processes and strategies in early elementary school aiming to extend findings on the respective age period. Therefore, at first, a new test that can be administered in group settings and that assesses a broad concept of children's metacognitive knowledge in early elementary school was evaluated. Furthermore, analyses on the structure of metacognitive knowledge were carried out in cross-sectional as well as longitudinal analyses. In a longitudinal design, the new test instrument was administered to 870 children at the end of first grade and again one year later (N =?720). Item Response models were used to evaluate the construct validity of the test. Test characteristics were checked based on different fit statistics, test fairness, and discriminant validity. In summary, the test exhibited good psychometric properties. Analyses on the dimensionality of the assessed metacognitive knowledge revealed that different strategies seemed to form rather distinct dimensions of metacognitive knowledge. However, these dimensions showed a rather homogeneous development from first to second grade. Impacts of the findings on theoretical considerations and on the theoretical understanding of metacognitive knowledge and further analyses with metacognitive competence data are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10