Development of Metacognitive Skillfulness: A Longitudinal Study

Autor/inn/en	van der Stel, Manita; Veenman, Marcel V. J.
Titel	Development of Metacognitive Skillfulness: A Longitudinal Study
Quelle	In: Learning and Individual Differences, 20 (2010) 3, S.220-224 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2009.11.005
Schlagwörter	Intelligence; Metacognition; Secondary School Students; Longitudinal Studies; History; Task Analysis; Problem Solving; Mathematics; Performance; Skill Development; Cognitive Ability; Role + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschichte; Geschichtsdarstellung; Aufgabenanalyse; Problemlösen; Mathematik; Achievement; Leistung; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Rollen
Abstract	This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12-14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development of metacognitive skillfulness is intelligence-related or relatively intelligence-independent. Finally, the generality vs. domain-specificity of developing metacognitive skillfulness was investigated. Thirty-two secondary school students participated in this study. While thinking aloud they performed two different tasks representing two different domains: A text-studying task for history and a problem-solving task for math. Participants' intellectual ability, metacognitive skillfulness and learning performance were assessed. Results show a quantitative as well as a qualitative growth in metacognitive skillfulness. Furthermore, results of both years show that metacognitive skillfulness contributed to learning performance (partly) independent of intellectual ability. A parallel development of metacognitive and intellectual ability was found. Finally, metacognitive skills predominantly appear to be general. Domain-specific metacognitive skills, however, played a substantial, but minor role as well in both years. Instructional implications are being discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10