Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance

Roebers, Claudia M.; Krebs, Saskia; Roderer, Thomas (2014). Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance. Learning and Individual Differences, 29, pp. 141-149. Elsevier 10.1016/j.lindif.2012.12.003

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Contemporary models of self-regulated learning emphasize the role of distal motivational factors for student's achievement, on the one side, and the proximal role of metacognitive monitoring and control for learning and test outcomes, on the other side. In the present study, two larger samples of elementary school children (9- and 11-year-olds) were included and their mastery-oriented motivation, metacognitive monitoring and control skills were integrated into structural equation models testing and comparing the relative impact of these different constituents for self-regulated learning. For one, results indicate that the factorial structure of monitoring, control and mastery motivation was invariant across the two age groups. Of specific interest was the finding that there were age-dependent structural links between monitoring, control, and test performance (closer links in the older compared to the younger children), with high confidence yielding a direct and positive effect on test performance and a direct and negative effect on adequate control behavior in the achievement test. Mastery-oriented motivation was not found to be substantially associated with monitoring (confidence), control (detection and correction of errors), or test performance underlining the importance of proximal, metacognitive factors for test performance in elementary school children.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
10 Strategic Research Centers > Center for Cognition, Learning and Memory (CCLM)

UniBE Contributor:

Roebers, Claudia; Krebs, Saskia and Roderer, Thomas

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1041-6080

Publisher:

Elsevier

Language:

English

Submitter:

Users 263 not found.

Date Deposited:

06 Aug 2014 12:56

Last Modified:

30 Jul 2016 10:55

Publisher DOI:

10.1016/j.lindif.2012.12.003

BORIS DOI:

10.7892/boris.57616

URI:

https://boris.unibe.ch/id/eprint/57616

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