Metacognition profile classifications differ between second and fourth graders¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Grade level significantly predicted latent profile classification, requiring separate LPAs per age group. → 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

In the initial full-sample LPA with grade as an active nominal covariate, the Wald test showed a significant grade effect, χ²(1) = 17.37, p = .002; follow-up LPAs were therefore run separately for each grade. A parallel test at M2 gave χ²(1) = 17.20, p < .001.

"The Wald test showed a significant effect of the covariate grade level, χ²(1) = 17.37, p = .002, indicating that classification outcomes differed for both age groups"

Discussion¶

Related Claims¶

• Elementary school children show distinct latent profiles of procedural metacognition combining monitoring accuracy, restudy effectiveness, and decision accuracy across tasks — a broader claim this one bears on
• Generalizability of metacognitive skills across tasks increases between ages eight and eleven — related
• Task performance relates to metacognition profile membership at the first measurement point but not one year later — related
• Fourth graders with low metacognition tend to remain low one year later, particularly showing ineffective restudy decisions — related