Identify at-risk fourth graders via multi-indicator metacognition profiling to target personalized metacognition support¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The article proposes using person-oriented latent profile analysis over multiple procedural metacognition indicators, rather than single-task mean values, to uncover heterogeneity in children's monitoring and control. It states that "A better understanding of such heterogeneity within children's metacognitive skills may improve the identification of children who are at risk for low metacognition and benefit the design of personalized metacognition support." Because fourth-grade at-risk children tended to stay low over a year, early profiling in mid-to-late elementary school can flag children needing support, especially for restudy decisions.

Design Implications¶

Context¶

Requirements¶

• Multiple metacognition indicators (monitoring accuracy, restudy selections, maintenance/withdrawal decisions) measured on at least two tasks to distinguish task-specific from generalizable deficits

Constraints¶

• At M1, profile membership was partly driven by task performance, so early measurements may conflate low performance with low metacognition

Target Learners¶

• Elementary school children, particularly fourth graders and older

Target Learning Goals¶

• Metacognitive monitoring accuracy and strategic control of learning (restudy selection, response maintenance/withdrawal)

Claims¶

• Elementary school children show distinct latent profiles of procedural metacognition combining monitoring accuracy, restudy effectiveness, and decision accuracy across tasks [+W]
• Effective restudy selection is the metacognitive skill that most distinguishes children's profiles [+W]
• Fourth graders with low metacognition tend to remain low one year later, particularly showing ineffective restudy decisions [+W]
• Metacognition profile classifications differ between second and fourth graders [+W]
• Task performance relates to metacognition profile membership at the first measurement point but not one year later [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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