Self‐regulated learning of basic arithmetic skills: A longitudinal study

Throndsen, Inger

doi:10.1348/2044-8279.002008

Cited by 54 publications

(37 citation statements)

References 27 publications

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“…Lastly, this study contributes to the literature on metacognitive aspects of learning because we chose to develop an instrument to measure fourth-grade students' way of reporting their MA through a dynamic assessment approach, considering most research investigating children's metacognitive aspects of self-regulated learning use other assessment methods, such as interviews (Throndsen, 2010), observations (Whitebread, Coltman, Pasternak, et al, 2009) and tasks (Krebs & Roebers, 2010;Borkowski & Turner, 1989). We feel that we have made a small contribution to the literature in filling in this gap.…”

Section: Discussionmentioning

confidence: 99%

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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Section: Discussionmentioning

confidence: 99%

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

2015

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“…In Israel, high school students who were taught to use metacognitive strategies during math performed better than peers who did not receive this training (Mevarech & Amrany, 2008). In addition, primary school children in Great Britain who performed the best at addition and subtraction, reportedly used more advanced metacognitive strategies (Throndsen, 2011). High school students who were better at comprehending geometric proofs were found to use more metacognitive strategies (Yang, 2012).…”

Section: Learning Strategies Metacognitive Strategies and Achievementmentioning

confidence: 99%

Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries

2016

EDUC SCI-THEOR PRACT

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Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory approaches like memorization, across a global sample was not strongly associated with higher achievement. However, metacognitive strategies which involve an awareness of thinking, as measured by the appropriate use of strategies within a context, were related to greater achievement. Although there were differences across gender and student SES, metacognitive strategies remained a significant predictor of achievement when controlling for SES and gender, and were on par with SES in predicting achievement. This study provides insight that may be particularly beneficial for males and lower SES students who underachieve in reading.

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“…Changes in students' levels of motivation and self-regulatory processes throughout the course of the school year, as well as the difficulties in retaining any developments in self-regulatory processes, provide additional support for the importance of understanding these constructs on a longer-term basis (Berger and Karabenick 2011;Throndsen 2011;Zimmerman 2008). Appreciating that long-term retention of self-regulated learning is essential in order to encourage and promote the transfer of regulatory processes to general life-long learning (Abdullah and Lee 2007;Boekaerts 1997;Kaplan 2008;Kistner et al 2010) further highlights the need for research in this area.…”

Section: Extending Previous Work Relating To the Impact Of The Crest mentioning

confidence: 99%

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

Moote¹

2017

Res Sci Educ

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This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students' self-reported levels of self-regulation. The present study also investigates changes in teachers' perceptions of students' self-regulated learning through CREST programme participation. Group differences regarding changes in student selfreported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

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Self‐regulated learning of basic arithmetic skills: A longitudinal study

Abstract: The results indicate that instructional efforts to facilitate self-regulated learning of basic arithmetic skills should address cognitive, metacognitive, and motivational aspects of self-regulation. This is particularly important for low-performing students.

Cited by 54 publications

References 27 publications

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

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

Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

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