Children's Naive Theories of Intelligence Influence Their Metacognitive Judgments

Autor/inn/en	Miele, David B.; Son, Lisa K.; Metcalfe, Janet
Titel	Children's Naive Theories of Intelligence Influence Their Metacognitive Judgments
Quelle	In: Child Development, 84 (2013) 6, S.1879-1886 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12101
Schlagwörter	Metacognition; Evaluative Thinking; Intelligence; Elementary School Students; Grade 3; Grade 5; Cognitive Processes; Comprehension; Motivation; Inferences + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Intelligenz; Klugheit; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; psychologische; Motivation (psychologisch); Inference; Inferenz
Abstract	Recent studies have shown that the metacognitive judgments adults infer from their experiences of encoding effort vary in accordance with their naive theories of intelligence. To determine whether this finding extends to elementary schoolchildren, a study was conducted in which 27 third graders (M[subscript age] = 8.27) and 24 fifth graders (M[subscript age] = 10.39) read texts presented in easy-or difficult-to-encode fonts. The more children in both grades viewed intelligence as fixed, the less likely they were to interpret effortful or difficult encoding as a sign of increasing mastery and the more likely they were to report lower levels of comprehension as their perceived effort increased. This suggests that children may use naive theories of intelligence to make motivationally relevant inferences earlier than previously thought. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10