Task performance relates to metacognition profile membership at the first measurement point but not one year later¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At M1, profiles differed in task performance (text task for second graders: χ²(2) = 9.46, p = .008; Kanji task for fourth graders: χ²(2) = 7.94, p = .019). → Mariëtte van Loon 2024 q2 i? At M2, profile membership was unrelated to task performance on both tasks for both grades. → Mariëtte van Loon 2024 (2)

Evidence¶

Mariëtte van Loon 2024¶

Mariëtte van Loon, Claudia M. Roebers. (2024). Development of metacognitive monitoring and control skills in elementary school: a latent profile approach. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09400-2

q2 · i? · associational · r2

BCH three-step analyses relating profile membership to distal task performance at M1: second graders' low text metacognition profile showed lower text performance than the other two profiles, and fourth graders' low Kanji monitoring and at-risk profiles showed lower Kanji performance than the proficient profile.

"Profiles differed in performance on the text task, Wald test χ²(2) = 9.46, p = .008."

Mariëtte van Loon 2024 (2)¶

Mariëtte van Loon, Claudia M. Roebers. (2024). Development of metacognitive monitoring and control skills in elementary school: a latent profile approach. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09400-2

q2 · i? · associational · r2

At M2, BCH analyses for second graders found no profile differences in text or Kanji performance; the same held for fourth graders (p = .17 and p = .70), so profiles at M2 reflected metacognition rather than performance differences.

"There were no differences between profiles in performance on the text task (p = .34) and the Kanji task (p = .27), indicating that task performance was not driving profile membership."

Discussion¶

Related Claims¶

• Elementary school children show distinct latent profiles of procedural metacognition combining monitoring accuracy, restudy effectiveness, and decision accuracy across tasks — related
• Metacognition profile classifications differ between second and fourth graders — related
• Generalizability of metacognitive skills across tasks increases between ages eight and eleven — related
• For second graders, low metacognition at the first measurement point carries no extra risk of low metacognition one year later — related