Children showing higher metacognition and self-regulation felt the task would be difficult but that they would be able to solve it¶

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 who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it. → 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

From the interview study of sixty first graders on the ecological and challenging graphic task: "children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it." No effect size is printed.

"Indeed, children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Metacognitive strategies correlate strongly with problem-solving skills, and behavioural metrics correlate with task performance — related
• Mathematical metacognition statistically mediates the association between mathematics anxiety and children's word problem solving after controlling for IQ — related
• When SRL is measured at a coarse grain size (global self-regulation), students are relatively well able to report on their strategy use — related