Monitoring discrimination and overconfidence improve with age between kindergarten and second grade¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q3 i2 Second graders discriminated better between correct and incorrect answers than kindergartners (discrimination main effect of age, ηp² = .10). → Sophie Wacker 2024 q3 i2 Older children showed less overconfidence than younger children (bias index main effect of age, ηp² = .12). → Sophie Wacker 2024 (2)

Evidence¶

Sophie Wacker 2024¶

Sophie Wacker, Claudia M. Roebers. (2024). Motivating children to (pre)monitor: positive effects on monitoring accuracy? Metacognition and Learning. https://doi.org/10.1007/s11409-023-09351-0

q3 · i2 · causal · r2

Age main effect in the ANOVA on the discrimination score: second graders (M = .83) "outperformed kindergartners (M = -.40) in terms of metacognitive discrimination", ηp² = .10.

"revealed a significant main effect of age (F (1, 301) = 34.50, p < .001, η p 2 = .10). Second graders (M = .83, SD = 1.9) outperformed kindergartners (M = -.40, SD = 1.8) in terms of metacognitive discrimination."

Sophie Wacker 2024 (2)¶

Sophie Wacker, Claudia M. Roebers. (2024). Motivating children to (pre)monitor: positive effects on monitoring accuracy? Metacognition and Learning. https://doi.org/10.1007/s11409-023-09351-0

q3 · i2 · causal · r2

Age main effect on the bias index in the same experiment: older children (M = .27) "show less overconfidence than younger children (M = .42)", ηp² = .12.

"The ANOVA with age and condition as between-subject factors revealed a main effect of age (F (1, 301) = 39.77, p < .001, ηp 2 = .12). In line with our assumption, older children (M = .27, SD = .19) show less overconfidence than younger children (M = .42, SD = .20)."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

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
• Overconfidence (bias) decreased from pretest to posttest across all groups including control, with no group differences — related
• Pre-monitoring judgments before recognition increase rather than decrease overconfidence in kindergartners and second graders — related
• Pre-monitoring does not significantly improve children's relative monitoring accuracy (discrimination between correct and incorrect answers) — related
• Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination — reports the opposite
• Multidigit numeral interpretation improves with age, with second graders outperforming first graders and kindergarteners — related
• Neither monitoring feedback nor performance feedback improved kindergarteners' monitoring accuracy relative to an active control — related
• Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group — related
• Elementary school children monitor and control their answers to open-ended text comprehension questions more accurately than answers to true-false questions — related
• Better inhibition skills in kindergarten predict less overconfident metacognitive monitoring in 2nd grade, explaining 11% of variance — related