Effective restudy selection is the metacognitive skill that most distinguishes children's profiles¶

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

Subclaims¶

q2 i? The most pronounced difference between profiles was the extent to which children made effective restudy selections, with low-metacognition profiles often selecting almost nothing for restudy. → 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

Authors' interpretation across the profile solutions: deficient profiles (e.g., at-risk and ineffective restudy profiles, with effective restudy means of 0.00) contrasted with high-metacognition profiles characterized by highly effective restudy selections. The authors note that in self-regulated learning settings such strategic decisions would most likely lead to improved learning scores.

"The most pronounced difference between the profiles seems to be the extent to which children made effective restudy selections. For children in profiles showing metacognitive deficiencies, most children decided to restudy very few not-learned items; often, they did not restudy anything at all."

Discussion¶

Related Claims¶

• Elementary school children show distinct latent profiles of procedural metacognition combining monitoring accuracy, restudy effectiveness, and decision accuracy across tasks — related
• Fourth graders with low metacognition tend to remain low one year later, particularly showing ineffective restudy decisions — related
• More frequent cognitive strategy instruction is negatively related to the effectiveness of children's restudy selections — related
• Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination — related
• Teacher-directed instruction is negatively related to children's restudy effectiveness and self-monitoring accuracy — related