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¶

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

Subclaims¶

q3 i2 Gamma correlations between CJs and maintenance were stronger for fourth than second graders. → Steiner 2020 q3 i2 For open-ended questions, the CJs–control relation was stronger at T2 than T1; for true-false questions no differences were found. → 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

Gamma correlations between confidence judgments and maintenance decisions (Table 3) analyzed with repeated measures ANOVA. The CJs–control relation was stronger for fourth than second graders (ηp2 = .05), confirming the monitoring-based control hypothesis.

"monitoring-based control, as indicated by the relation between CJs and control, was stronger for fourth than for second graders, F (1, 230) = 12.84, p <. 0 0 1 ,ηp2 = .05"

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

Repeated measures ANOVA on gamma correlations between CJs and maintenance. For open-ended questions the relation strengthened from T1 to T2 (ηp2 = .05); for true-false questions no age or time differences were found (ps > .07).

"the results for open-ended questions indicated that the relationship between CJs and control was stronger at T 2 compared to T1, F (1, 230) = 11.73, p = .001, ηp2 = .05. For true-false questions the relation between monitoring and control did not differ between second and fourth graders, and between T 1 and T2 (ps > .07)"

Discussion¶

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
• Elementary school children monitor and control their answers to open-ended text comprehension questions more accurately than answers to true-false questions — related
• 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 — related
• Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination — related