Working memory and shifting in kindergarten were not significant predictors of later metacognitive monitoring¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Working memory and shifting at T1 explained only 1% additional variance in T2 monitoring after accounting for inhibition and were not significant predictors. → Sonja Kälin 2022

Evidence¶

Sonja Kälin 2022¶

Sonja Kälin, Claudia M. Roebers. (2022). Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09306-x

q3 · i? · associational · r2

Second step of the same hierarchical regression in N = 84 children, entering shifting and working memory after inhibition. The article reports they were "no significant predictors" with 1% additional variance; no effect size is printed for this null finding.

"In contrast, working memory and shifting were no significant predictors, only explaining 1% additional vari - ance after accounting for inhibition."

Discussion¶

Related Claims¶

• Better inhibition skills in kindergarten predict less overconfident metacognitive monitoring in 2nd grade, explaining 11% of variance — related
• The relationship between inhibition and monitoring is not bidirectional: kindergarten monitoring did not predict later inhibition — related
• Inhibition–monitoring links were cross-sectionally significant in kindergarten but not in 2nd grade — related
• Parental emotional support was not an independent predictor of Chinese kindergarten children's SRL, in contrast to Western findings — related