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Development of Children’s monitoring and control when learning from texts: effects of age and test format

Steiner, Martina, van Loon, Mariëtte H., Bayard, Natalie S., Roebers, Claudia M.·2020·Metacognition and Learning
DOI 10.1007/s11409-019-09208-5PMC PMC7089689
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Abstract

This study investigated elementary school children’s development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T 1) and end (T 2) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended questions than for true-false questions. For open-ended questions, results indicated higher metacognitive accuracy for fourth graders than second graders. No such age effects were found for monitoring and control for true-false questions. Longitudinally, children of both age groups improved their monitoring and control accuracy from T 1 to T 2, for open-ended and true-false questions. For both test types, improvement mainly occurred for the monitoring and controlling of incorrect, rather than correct answers. Additionally, the results indicated inter-individual stability of performance, but no stability of monitoring and control accuracy over time. The findings indicate that developmental as well as task-related factors affect children’s metacognitive accuracy.

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  • Previous studies show that early inhibition skills were predictive for later inhibition skills in preschool and elementary school children, but finding low stability of monitoring accuracy.

    “This is in line with previous studies showing that early inhibition skills were predictive for later inhibition skills in preschool (Carlson et al., 2004) and elementary school children (Harms et al., 2014), but finding low stability of monitoring accuracy (Steiner et al., 2020).”

    From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Steiner et al., 2020

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Cited by

Sorted by citations

Authors
Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M.
Venue
Metacognition and Learning
Publisher
Springer Science and Business Media LLC
Published
2019-09-07
Volume
15
Issue
1
Pages
3-27
ISSN
  • 1556-1623
  • 1556-1631
DOI
10.1007/s11409-019-09208-5
PMC
PMC7089689
Cited by
28
References
5
Language
en
Update notices
correction (2019-12-17)
Licence
Funders
Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung (100014_165477/1)

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