Communicating feelings of difficulty is significantly associated with six-year-olds' deployment of metacognition and self-regulation, with the exception of planning¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children's communication of feelings of difficulty during task engagement was significantly associated with deployment of metacognition and self-regulation, except planning. → Ventura 2022

Evidence¶

Ventura 2022¶

Ventura, Ana Clara. (2022). Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?. Early Years. https://doi.org/10.1080/09575146.2022.2065666

q2 · i? · associational · r1

Individual interview study of sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) engaged in an ecological and challenging graphic task; the study reports that "the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning." No effect size is printed.

"Results showed that the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Communicating feelings of difficulty during the task allowed young children to mobilize resources and achieve their goals — related
• A majority of 5- and 6-year-olds can describe metacognitive emotion regulation strategies when asked about familiar hypothetical situations with multiple prompts — related
• Five- and six-year-olds describe changing thoughts more often than changing goals as a metacognitive strategy — related
• Thought and language become increasingly interdependent in the first few years, with private speech evolving into inner speech as self-regulation — related