Metacognitive confidence judgments and control predict English vocabulary performance from the beginning to the end of the school year in primary school children¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Both confidence judgments and metacognitive control significantly predicted English vocabulary performance from T0 to T1 in a multilevel model. → Palladino 2025 q3 i? Confidence judgments and metacognitive control predicted English vocabulary at T1 even after T0 vocabulary performance was partialed out. → Palladino 2025 (2)

Evidence¶

Palladino 2025¶

Palladino, P., Trotta, E., Bonvino, A., Carlucci, L., & Cottini, M. (2025). How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09414-4

q3 · i? · associational · r2

A multilevel model for repeated measures on children tested twice, nested in three schools (305 children in the sample; the final model's table reports N = 275 children and 415 observations), predicting English vocabulary from metacognition and emotions. The final model explained "73.5% of the total variance (R²c)". Metacognitive control had the larger estimate (2.01) versus confidence judgments (0.38).

"Both confidence judgments ( t(415) = 2.60, p =.010) and metacognitive control ( t(415) = 3.75, p = < 0.001) were found to predict English vocabulary performance from T0 to T1."

Palladino 2025 (2)¶

Palladino, P., Trotta, E., Bonvino, A., Carlucci, L., & Cottini, M. (2025). How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09414-4

q3 · i? · associational · r2

An additional hierarchical regression checked whether metacognitive measures predicted T1 vocabulary over and above T0 vocabulary, because confidence judgments and control "have often been shown to be confounded with performance". Both remained significant predictors.

"Hierarchical regression analysis showed that both confidence judgments and metacognitive control predicted English vocabulary at T1, despite performance on the English vocabulary test at T0 being partialed out"

Discussion¶

Related Claims¶

• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related
• English vocabulary correlates with confidence and metacognitive control at both time points but with monitoring accuracy only at T0, and with only the negative emotions boredom and anxiety at T1 — related
• Better metacognitive monitoring and control at the start of the year are correlated with lower boredom and anxiety about English at year's end — related
• Boredom is the only achievement emotion predicting English vocabulary growth in primary school L2 learners; enjoyment and anxiety show no significant effect — related
• Metacognitive efficiency at Grade 1 predicts children's performance improvement 10 months later in both a linguistic and a non-linguistic task — related
• Young children maintain correct responses more easily than they withdraw incorrect responses on an L2 vocabulary task — related
• In the Forward temporal model, initial enjoyment predicted later engagement, while initial boredom did not and emotions were unrelated to later raw performance — related
• Students feel quite confident about their monitoring and regulation judgments even before self-scoring — related