Exploring psychometric properties of children' metacognitive monitoring

Roebers, Claudia M.; van Loon, Mariëtte H.; Buehler, Florian J.; Bayard, Natalie S.; Steiner, Martina; Aeschlimann, Eva A. (2021). Exploring psychometric properties of children' metacognitive monitoring. Acta psychologica, 220, p. 103399. Elsevier 10.1016/j.actpsy.2021.103399

[img]
Preview
Text
Roebers_et_al.__2021_Acta_Psychologica.pdf - Published Version
Available under License Creative Commons: Attribution-Noncommercial-No Derivative Works (CC-BY-NC-ND).

Download (736kB) | Preview

Two independent data sets assessing children’s metacognitive monitoring abilities were used to explore the psychometric properties of classical and often-used monitoring measures in primary school age. Theoretically, monitoring is an overarching skill that helps individuals evaluate task mastery, strategy use, and correctness of performance. Monitoring skills are increasingly targeted when addressing individual differences in scholastic achievement and intervention approaches to foster students’ self-regulated learning early on. In such contexts, knowledge about central psychometric properties is essential. Results of both studies revealed high internal consistency of prospective and retrospective monitoring judgments. When equivalent item sets (in terms of item difficulty) were considered (Study 1), split-half reliabilities were also satisfying. However, analyses revealed that the monitoring judgments’ reliability depends on the reliability of the first-order task (recognition memory test). Retesting children of Study 2 after six months revealed considerable fluctuations in the monitoring measures. Among the included monitoring measures, reliabilities of within-person correlations (Gammas) between per- formance and confidence and recognition response times and confidence were poorest. Results are discussed in the context of the underlying theoretical construct and implications for research and practice.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology

UniBE Contributor:

Roebers, Claudia; van Loon, Mariëtte Henrica; Bühler, Florian Jonas; Bayard, Natalie; Steiner, Martina and Aeschlimann, Eva Aurelia

Subjects:

100 Philosophy > 150 Psychology

ISSN:

0001-6918

Publisher:

Elsevier

Language:

English

Submitter:

Patrick Gerber

Date Deposited:

06 Oct 2021 09:55

Last Modified:

10 Oct 2021 03:09

Publisher DOI:

10.1016/j.actpsy.2021.103399

PubMed ID:

34454252

BORIS DOI:

10.48350/159398

URI:

https://boris.unibe.ch/id/eprint/159398

Actions (login required)

Edit item Edit item
Provide Feedback