Kolloff, Kristin; Roebers, Claudia M.; Buehler, Florian J. (2023). 7- and 8-Year-Olds' Struggle With Monitoring. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 55(2-3), pp. 91-109. Hogrefe 10.1026/0049-8637/a000276
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An often-replicated finding in metacognition research is that children overestimate their performance. To date, only a few studies
have investigated the possible effects of item-specific feedback on metacognitive monitoring in young children. This study examined
whether first-graders benefit from feedback to improve metacognitive monitoring discrimination when completing a paired-associates task
for consistency. Over six sessions, N = 112 children evaluated whether they solved tasks correctly or not and gave item-specific confidence
judgments. One group obtained only performance feedback; the other group received additional feedback on whether their performance
matched their monitoring judgments. Results revealed that children could adequately discriminate between correct and incorrect answers
in their confidence judgments. However, neither type of feedback improved metacognitive monitoring discrimination. We discuss the results
against the theoretical background of Efklides’ self-regulation model and the cue utilization approach.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Psychology 07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology |
UniBE Contributor: |
Kolloff, Kristin, Roebers, Claudia, Bühler, Florian Jonas |
Subjects: |
100 Philosophy > 150 Psychology |
ISSN: |
0049-8637 |
Publisher: |
Hogrefe |
Language: |
English |
Submitter: |
Patrick Gerber |
Date Deposited: |
15 Nov 2023 15:38 |
Last Modified: |
26 Nov 2023 02:26 |
Publisher DOI: |
10.1026/0049-8637/a000276 |
BORIS DOI: |
10.48350/188949 |
URI: |
https://boris.unibe.ch/id/eprint/188949 |
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