Literaturnachweis - Detailanzeige
Autor/inn/en | Poll, Gerard H.; Petru, Janis |
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Titel | Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity |
Quelle | In: Communication Disorders Quarterly, 44 (2023) 4, S.266-274 (9 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Poll, Gerard H.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1525-7401 |
DOI | 10.1177/15257401221120368 |
Schlagwörter | Adolescents; Metacognition; Transitional Programs; Secondary School Students; Interpersonal Communication; Self Control; Self Concept; Correlation; Language Skills; Age Differences; Learning; Student Characteristics; Clinical Evaluation of Language Fundamentals Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Interpersonale Kommunikation; Selbstbeherrschung; Selbstkonzept; Korrelation; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Lernen |
Abstract | Metacognitive ability supports both self-regulated academic learning and effective social communication. It is critical to adolescents' ability to successfully transition from secondary education to adult contexts, underscoring the need to understand age-related changes beyond childhood. There have been conflicting findings on whether metacognition is a general ability that applies to both learning and social communication, or an ability specific to each domain. In this observational study, 35 transition-age adolescents (14-22 years) of varied social communication abilities completed measures of metacognition for learning and metacognition for social communication. Each metacognitive measure included self-knowledge and self-regulation components. Metacognition for social communication increased with participant age but metacognition for learning did not. Metacognitive measures for learning and social communication did not significantly correlate. The self-regulation component of metacognition for social communication predicted pragmatic language ability, but self-regulation for learning did not. The findings suggest that metacognition is a domain-specific ability that contributes to social communication competence. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |