Fourth graders monitor and control answers to open-ended questions more accurately than second graders, but no significant age difference was found for true-false questions¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2 medium
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i2 For open-ended questions, fourth graders gave lower confidence judgments for incorrect answers than second graders (age × correctness interaction significant). → Steiner 2020 q3 i? For true-false questions, no significant age × correctness interaction was found. → Steiner 2020 (2)

Evidence¶

Steiner 2020¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i2 · associational · r2

Repeated measures ANOVA on confidence judgments for open-ended questions (N = 302 sample, correctness within-subject, age between-subjects). Fourth graders were less confident in incorrect answers than second graders (ηp2 = .07), while CJs for correct answers did not differ between grades (p = .32).

"the interaction between age and correctness was significant, F (1, 264) = 19.52, p <. 0 0 1 ,ηp2 = .07. Fourth graders gave lower CJs for incorrect answers (M =3 . 7 6 ,SE = .1) than second graders (M = 4.41, SE =. 1 )"

Steiner 2020 (2)¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i? · causal · r2

Same ANOVA design applied to true-false questions. The age × correctness interaction was not significant (F(1, 293) = 1.55, p = .22, ηp2 = .01), indicating no detected age difference in discrimination ability for this format. Equivalence was not tested.

"No significant interaction was found between age and correctness, indicating that second and fourth graders did not differ in their ability to discriminate between correct and incorrect answers to true-false questions,F (1, 293) = 1.55,p= .22,ηp2 = .01"

Discussion¶

Related Claims¶

• Monitoring-based control (the relation between confidence judgments and maintenance decisions) is stronger for fourth graders than second graders and strengthens over time for open-ended questions — related
• Children of both age groups improved monitoring and control accuracy from T1 to T2 for both test formats, mainly for incorrect rather than correct answers — related
• Elementary school children monitor and control their answers to open-ended text comprehension questions more accurately than answers to true-false questions — related
• Children are considerably more overconfident about incorrect answers to true-false questions than about incorrect answers to open-ended questions — related
• Monitoring discrimination and overconfidence improve with age between kindergarten and second grade — related
• Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination — related
• Children's text comprehension test performance improved from T1 to T2, driven mainly by second graders, with fewer omission errors over time — related
• Pre-monitoring and retrospective confidence judgments are highly consistent, with most agreement at the highest scale level regardless of correctness — related
• Fourth graders report lower perceived group status than second graders, qualified by an ethnicity × grade interaction — related