Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement

Roebers, Claudia M.; Cimeli, Patrizia; Röthlisberger, Marianne; Neuenschwander, Regula (2012). Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement. Metacognition and learning, 7(3), pp. 151-173. Springer US; http://www.springer-ny.com 10.1007/s11409-012-9089-9

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In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children’s executive functioning, academic self-concept, metacognitive monitoring and control, as well as their achievement in mathematics and literacy were evaluated. Structural equation modeling revealed that executive functioning was significantly related to metacognitive control, both cross-sectionally and longitudinally, and that self-concept was substantially associated with metacognitive monitoring, both cross-sectionally and longitudinally. Individual differences in executive functioning and metacognitive control were significantly related to academic outcomes, with metacognitive control appearing to yield a more circumscribed influence on academic outcomes (only literacy) compared to executive functioning (literacy and mathematics).

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; Cimeli, Patrizia; Röthlisberger, Marianne and Neuenschwander, Regula

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1556-1623

Publisher:

Springer US; http://www.springer-ny.com

Language:

English

Submitter:

Users 263 not found.

Date Deposited:

07 Aug 2014 11:12

Last Modified:

26 Jun 2018 13:41

Publisher DOI:

10.1007/s11409-012-9089-9

BORIS DOI:

10.7892/boris.57627

URI:

https://boris.unibe.ch/id/eprint/57627

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