Dataset Information

Development of Children's monitoring and control when learning from texts: effects of age and test format.

ABSTRACT: 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 (T₁) and end (T₂) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended questions than for true-false questions. For open-ended questions, results indicated higher metacognitive accuracy for fourth graders than second graders. No such age effects were found for monitoring and control for true-false questions. Longitudinally, children of both age groups improved their monitoring and control accuracy from T₁ to T₂, for open-ended and true-false questions. For both test types, improvement mainly occurred for the monitoring and controlling of incorrect, rather than correct answers. Additionally, the results indicated inter-individual stability of performance, but no stability of monitoring and control accuracy over time. The findings indicate that developmental as well as task-related factors affect children's metacognitive accuracy.

SUBMITTER: Steiner M

PROVIDER: S-EPMC7089689 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Development of Children's monitoring and control when learning from texts: effects of age and test format.

Steiner Martina M van Loon Mariëtte H MH Bayard Natalie S NS Roebers Claudia M CM

Metacognition and learning 20190907 1

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 (T1) and end (T2) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a compreh ...[more]

PMID: 32226352

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Project description:Learners' emotions and metacognitive self-monitoring play a crucial role in mental model development, particularly in the context of multimedia learning. However, learning-centered emotions and self-monitoring have been investigated largely without accounting for their dynamic interrelations. In this study, the effects of both learner-state variables on mental model development were investigated, by modeling their interrelations over time during a multimedia learning episode. For this, 108 undergraduate students (M age = 22.79, SD age = 3.42) were engaged in a multimedia learning environment to learn practical money skills. Learning-centered emotions of enjoyment, boredom, and frustration were repeatedly collected using self-reports. Learners' self-monitoring was assessed using behavioral data in terms of time spent on accessing specific information in the multimedia environment. Mental model development was operationalized by assessing learners' mental model accuracy (MMA) in pre- and post-tests, by using assessments of structural knowledge. Regarding the dynamic interrelations, panel models with the repeated measures revealed positive direct and indirect paths from earlier stages of self-monitoring to later stages of enjoyment. Conversely, negative direct and indirect paths emerged from earlier stages of boredom and frustration to later stages of self-monitoring. Regarding the effects of all variables on mental model development, a path model analysis with aggregated values revealed that enjoyment was unrelated to post-test MMA, whereas boredom negatively predicted post-test MMA. Additionally, frustration negatively predicted self-monitoring, which positively predicted post-test MMA. Finally, pre-test MMA was a negative predictor of boredom and positively predicted post-test MMA. The results demonstrate that the dynamic interrelations between different learning-centered emotions and self-monitoring can diverge in multimedia learning. In addition, this study provides insights into the joint effects and the relative importance of emotions and self-monitoring for mental model development in multimedia learning.

Dataset Information

Development of Children's monitoring and control when learning from texts: effects of age and test format.

Publications

Development of Children's monitoring and control when learning from texts: effects of age and test format.

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