Better metacognitive monitoring and control at the start of the year are correlated with lower boredom and anxiety about English at year's end¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Relative monitoring accuracy and metacognitive control at T0 were negatively correlated with boredom and anxiety at T1 (r = −0.31 to −0.37); the correlations cannot show that early metacognition causes later emotions. → Palladino 2025

Evidence¶

Palladino 2025¶

Palladino, P., Trotta, E., Bonvino, A., Carlucci, L., & Cottini, M. (2025). How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09414-4

q3 · i? · associational · r2

Pearson correlations among measures taken at T0 and T1 (not a formal cross-lagged panel model). Children better at discriminating correct from incorrect responses in the English vocabulary test at T0, and better at controlling their responses, were less bored and less anxious about learning English at T1 (T0 monitoring r = −0.31 with boredom, −0.33 with anxiety; T0 control r = −0.32 and −0.37). At T1, relative monitoring accuracy and metacognitive control were unrelated to the emotions, while T1 confidence judgments correlated weakly and negatively with T1 boredom and anxiety (r = −0.16 each). The study's prediction model predicted English vocabulary, not emotions, so these are associations, not evidence that metacognition reduces boredom or anxiety.

"In contrast, a better ability to monitor and control one's English vocabulary performance at T0 was negatively related to later feelings of boredom and anxiety at T1."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Boredom is the only achievement emotion predicting English vocabulary growth in primary school L2 learners; enjoyment and anxiety show no significant effect — related
• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related
• English vocabulary correlates with confidence and metacognitive control at both time points but with monitoring accuracy only at T0, and with only the negative emotions boredom and anxiety at T1 — related
• Metacognitive confidence judgments and control predict English vocabulary performance from the beginning to the end of the school year in primary school children — related
• Young children maintain correct responses more easily than they withdraw incorrect responses on an L2 vocabulary task — related