Self-perception of self-regulatory skills in children with attention-deficit/hyperactivity disorder aged 8–10 years

Rizzo, Patrizia; Steinhausen, Hans-Christoph; Drechsler, Renate

doi:10.1007/s12402-010-0043-x

Cited by 14 publications

(16 citation statements)

References 65 publications

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“…The opposite phenomenon has been observed in a subgroup of children with ADHD (Hoza et al 2002; Owens et al 2007; Rizzo et al 2010) and, to a lesser extent, in adults (Jiang and Johnston 2012; Knouse et al 2005): they show a characteristic overestimation of competence and/or performance, which is known as “positive illusory bias”. Children with ADHD show impaired error monitoring and a lack of characteristic post-error slowing in inhibitory response tasks (Schachar et al 2004).…”

Section: Neuropsychological Aspects In Ocd and Adhdmentioning

confidence: 97%

The neurobiological link between OCD and ADHD

Brem

Grünblatt

Drechsler

et al. 2014

ADHD Atten Def Hyp Disord

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Obsessive compulsive disorder (OCD) and attention deficit hyperactivity disorder (ADHD) are two of the most common neuropsychiatric diseases in paediatric populations. The high comorbidity of ADHD and OCD with each other, especially of ADHD in paediatric OCD, is well described. OCD and ADHD often follow a chronic course with persistent rates of at least 40–50 %. Family studies showed high heritability in ADHD and OCD, and some genetic findings showed similar variants for both disorders of the same pathogenetic mechanisms, whereas other genetic findings may differentiate between ADHD and OCD. Neuropsychological and neuroimaging studies suggest that partly similar executive functions are affected in both disorders. The deficits in the corresponding brain networks may be responsible for the perseverative, compulsive symptoms in OCD but also for the disinhibited and impulsive symptoms characterizing ADHD. This article reviews the current literature of neuroimaging, neurochemical circuitry, neuropsychological and genetic findings considering similarities as well as differences between OCD and ADHD.

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Section: Neuropsychological Aspects In Ocd and Adhdmentioning

confidence: 97%

The neurobiological link between OCD and ADHD

Brem

Grünblatt

Drechsler

et al. 2014

ADHD Atten Def Hyp Disord

Self Cite

View full text Add to dashboard Cite

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“…These metacognitive judgments are contemplated in the MASRL model proposed by Efklides (2011) and seem to be more accurately produced by children throughout the elementary school years (Schneider, 1998). Some authors argue (Rizzo, Steinhausen, & Drechsler, 2010) that children in this age group are capable of making accurate and differential judgments of their selfregulation processes and hence, be metacognitively active. Others posit that both children (from 8 years of age on) and adults are weak at determining good from bad performance because of their inaccurate confidence judgments (Allwood, Ask, & Granhag, 2005;Allwood, Innes-Ker, & Fredin, 2008).…”

Section: Children's Accuracy In Reporting Metacognitive Awarenessmentioning

confidence: 98%

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

2015

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Título: Unidimensionalidad y sobreestimación de la conciencia metacognitiva en niños: Validación del CATOM. Resumen. Los niños normalmente tienen dificultades para informar sobre su funcionamiento metacognitivo, hecho que, con frecuencia, les lleva a sobrevalorarse en situaciones de aprendizaje. Por tanto, este estudio pretende comprender cómo los niños (n = 1029) informan sobre su funcionamiento metacognitivo y ofrece una primera aproximación a la medición de la conciencia metacognitiva (CM) en niños. Así, tras observar que los resultados de un análisis factorial exploratorio indican que el instrumento de medida presenta una estructura unidimensional, se aplicó la Teoría de Respuesta al Ítem para analizar dicha unidimensionalidad así como las interacciones entre los participantes y los ítems. Los resultados indican una buena fiabilidad tanto ítem (.87) como persona (.87), con un alfa de Cronbach .95 para la dimensión CM. Además, los resultados corroboran la tendencia de los niños a sobreestimar su funcionamiento metacognitivo y sugieren que el instrumento tiene un alto potencial tanto para la investigación como para la práctica profesional. Palabras clave: metacognición, conocimiento metacognitivo, habilidades metacognitivas, aprendizaje autoregulado, Teoría de Respuesta al Ítem.Abstract. Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA) can be measured. Essentially, this study aims to understand how children (n =1029) report their metacognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good person reliability (.87) with good Cronbach's α for MA (.95). These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for researchers and practitioners are discussed. Key words: Metacognition, Metacognitive Knowledge, Metacognitive Skills, Self-regulated Learning, Item Response Theory. 1*) IntroductionThe literature on self-regulation (Pintrich, 2000) considers metacognition as one of its important components because it consists of individuals' knowledge of their own cognitive and affective processes, including their ability to consciously and intentionally monitor and regulate these processes (Hacker, 1998). Flavell (1976) first defined metacognition as active monitoring and subsequent regulation and management of processed information regarding concrete goals or objectives. Later, Efklides (2008) described metacognition as being a "critical component of the self-regulation process because" (p. 283) it includes self-awareness, which in turn, involves past experiences, beliefs and goals, as w...

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“…Bares 2011). What's more, the literature has also suggested that children in this age group are also capable of making accurate and differential judgments regarding their self-regulation competencies when the evaluation method is appropriate for their age (Rizzo et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?

Ferreira

Simão

Silva

2014

Metacognition Learning

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The processes and perceptions of students' self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one's learning is related to students' growth patterns regarding their reported selfregulated learning activity over time. This study also investigates whether this type of training has an impact on students' reflective ability and academic performance. To reach these goals, we examined whether students' use of a diary task -developed by interviewing primary school students (n=43) and validated with exploratory (n=78) and confirmatory (n=83) factor analysis -would capture change in students' reported self-regulated learning activity and reflective ability during training in how to regulate one's learning (students: n=100; diary task entries: n=1,000). Students' academic performance was assessed with an oral and vocabulary task. Results from multilevel linear modeling revealed different growth rates of reported self-regulated learning activity over time between students who experienced training and students who did not. Furthermore, pre and posttest results revealed that the students who experienced the training reported their reflections more autonomously and specifically in their diary task and had better academic performance than students who did not. These results demonstrate how the diary task captured change in students' perceptions, validating it as a monitoring tool. Lastly, implications for practitioners are discussed and suggestions for future studies are proposed.

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Self-perception of self-regulatory skills in children with attention-deficit/hyperactivity disorder aged 8–10 years

Cited by 14 publications

References 65 publications

The neurobiological link between OCD and ADHD

The neurobiological link between OCD and ADHD

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?

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