Children of both age groups improved monitoring and control accuracy from T1 to T2 for both test formats, mainly for incorrect rather than correct answers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q3 i2 For open-ended questions, children gave lower CJs for incorrect answers at T2 than T1 (measurement point × correctness interaction significant), with no change for correct answers. → Steiner 2020 q3 i2 For true-false questions, children gave lower CJs for incorrect answers and higher CJs for correct answers at T2 than T1. → Steiner 2020 (2)

Evidence¶

Steiner 2020¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i2 · associational · r2

Longitudinal repeated measures ANOVA on open-ended question CJs across six months (N = 302). Children reduced confidence in incorrect answers from T1 to T2 (d = 0.78), while CJs for correct answers did not change (p = .18), showing improvement was specific to incorrect answers.

"the interaction between measurement point and correctness was significant, F (1, 264) = 39.72, p <. 0 0 1 ,ηp2 = .13. Children gave lower CJs for incorrect answers at T2 (M =3 . 7 2 ,SE =. 0 9 )t h a n at T 1 (M = 4.36, SE =. 0 9 ) ,t (285) = 6.62, p < .001, Cohen's d = 0.78"

Steiner 2020 (2)¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i2 · associational · r2

Longitudinal ANOVA on true-false question CJs. Confidence in incorrect answers decreased (d = .44) while confidence in correct answers increased (d = .33) from T1 to T2, also supported by gamma correlations (F(1, 272) = 21.94, p < .001, ηp2 = .08).

"Children gave lower CJs for incorrect answers at T2 (M =4 . 7 9 ,SE = .08) than at T1 (M =5 . 1 4 ,SE = .07), t (295) = 3.77,p < .001, Cohen's d = .44, whereas CJs for correct answers were higher at T2 (M = 5.53,SE = .07) than at T1 (M = 5.31,SE = .08)"

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Fourth graders monitor and control answers to open-ended questions more accurately than second graders, but no significant age difference was found for true-false questions — related
• Monitoring-based control (the relation between confidence judgments and maintenance decisions) is stronger for fourth graders than second graders and strengthens over time for open-ended questions — related
• Elementary school children monitor and control their answers to open-ended text comprehension questions more accurately than answers to true-false questions — related
• Children are considerably more overconfident about incorrect answers to true-false questions than about incorrect answers to open-ended questions — related
• Children's test performance is stable over six months but monitoring and control accuracy shows little inter-individual stability — reports the opposite
• Children's text comprehension test performance improved from T1 to T2, driven mainly by second graders, with fewer omission errors over time — related
• Children became significantly less overconfident from kindergarten to 2nd grade but remained overconfident at both time points — related