Elementary school children show distinct latent profiles of procedural metacognition combining monitoring accuracy, restudy effectiveness, and decision accuracy across tasks¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Latent profile analyses identified distinct metacognition profiles at both grade levels and both measurement points, confirming heterogeneity in the quality of monitoring and control skills. → Mariëtte van Loon 2024

Evidence¶

Mariëtte van Loon 2024¶

Mariëtte van Loon, Claudia M. Roebers. (2024). Development of metacognitive monitoring and control skills in elementary school: a latent profile approach. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09400-2

q2 · i? · associational · r2

Latent profile analyses of six z-standardized indicators (monitoring accuracy, effective restudy, decision accuracy for text and Kanji tasks) among the 151 second and 176 fourth graders who took part at the first measurement point; only children who completed both the text and the Kanji task at a measurement point were included, so each analysis used fewer children than took part. Three-profile solutions were selected per grade at each time point, "confirming H1" that profiles differ in metacognitive quality.

"In sum, for both age groups and at both time points, identified profiles showed differences in the quality of metacognitive monitoring and control skills (confirming H1)."

Discussion¶

Related Claims¶

• Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination — related
• Task performance relates to metacognition profile membership at the first measurement point but not one year later — related
• Metacognition profile classifications differ between second and fourth graders — a narrower finding that bears on this claim
• Generalizability of metacognitive skills across tasks increases between ages eight and eleven — a narrower finding that bears on this claim
• Fourth graders with low metacognition tend to remain low one year later, particularly showing ineffective restudy decisions — related
• Effective restudy selection is the metacognitive skill that most distinguishes children's profiles — related
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