Child-centered instruction positively predicts children's self-monitoring accuracy and, for second graders, restudy effectiveness¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 In classrooms with more child-centered instructions, children more accurately discriminated well-learned from less-learned items in their confidence judgments (β = .23, p = .019). → Mariëtte H. van Loon 2021 q2 i2 A grade × child-centered instruction interaction showed child-centered instruction was more strongly and positively related to restudy effectiveness for second than fourth graders (β = .32, p = .021). → Mariëtte H. van Loon 2021

Evidence¶

Mariëtte H. van Loon 2021¶

Mariëtte H. van Loon, et al. (2021). Connecting teachers' classroom instructions with children's metacognition and learning in elementary school. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09248-2

q2 · i2 · associational · r2

Multilevel regression of instructional practices in the 21-classroom sample (Table 5c, 5b). Child-centered practices predicted self-monitoring accuracy β = .23, p = .019; the grade interaction on restudy effectiveness was β = .32, p = .021, with no significant main effect on restudy (β = −.10, p = .172).

"Interestingly and in contrast to teacher-directed instructions, child-centered instructions were positively related to children's self-monitoring accuracy. That is, in classrooms where teachers gave more child-centered instructions, children more accurately discriminated between well-learned and less-learned items."

Discussion¶

Related Claims¶

• Teaching cognitive strategies is associated with more accurate self-monitoring, while metacognitive strategy instruction shows no relation — related
• Teacher-directed instruction is negatively related to children's restudy effectiveness and self-monitoring accuracy — related
• Elementary teaching practices during a standardized lesson are more often teacher-directed than child-centered, with no grade differences in frequency — related
• Child-centered instruction is associated with students' SRL monitoring accuracy — possibly the same claim (merge candidate)