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Direct linkGüzel, Mehmet Akif; Basokçu, Tahsin Oguz – Metacognition and Learning, 2023
Besides learners' awareness of their knowledge, a growing number of studies also emphasise the importance of teachers' awareness of how well their students perform to adjust their teaching strategies accordingly. Therefore, proposing a multi-layered metacognitive regulatory model in teaching first, we investigated whether estimation type, item…
Descriptors: Accuracy, Prediction, Scores, Foreign Countries
Mariëtte van Loon; Claudia M. Roebers – Metacognition and Learning, 2024
This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses),…
Descriptors: Elementary School Students, Metacognition, Task Analysis, Individual Differences
Steiner, Martina; van Loon, Mariëtte H.; Bayard, Natalie S.; Roebers, Claudia M. – Metacognition and Learning, 2020
This study investigated elementary school children's development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T[subscript 1]) and end (T[subscript 2]) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control,…
Descriptors: Age Differences, Test Format, Children, Elementary School Students
van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. – Metacognition and Learning, 2021
Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning. The present study aimed to acquire insights into how teachers' cognitive and metacognitive…
Descriptors: Metacognition, Teaching Methods, Student Centered Learning, Elementary School Students
Engelen, Jan A. A.; Camp, Gino; van de Pol, Janneke; de Bruin, Anique B. H. – Metacognition and Learning, 2018
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy.…
Descriptors: Reading Comprehension, Grade 6, Evaluative Thinking, Elementary School Students
