Children's strategic regulation, metacognitive monitoring, and control processes during test taking

The British Journal of Educational Psychology
Saskia S Krebs, Claudia M Roebers

Abstract

From the perspective of self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. The present study examined metacognitive processes in children's test-taking behaviour and explored their impacts on performance. Further, it was investigated whether differences in retrieval processes (operationalized through item difficulty) contribute to performance in strategic regulation skills. A total of 107 participants (8-/9- and 11-/12-year-olds) solved a cloze test including answerable (easy, medium, and difficult questions) and unanswerable questions about an earlier presented educational film, gave confidence judgments to every answer, and were then allowed to withdraw answers if they wished. Two different scoring schemes for test performance were compared to a control group. Analyses revealed relatively adequate monitoring processes when metacognitively distinguishing easy, difficult, and unanswerable items and correct and incorrect answers. At the same time, there was developmental progression in the ability to accurately monitor uncertainty. As to control processes, all children proved to be able to adjust their test-taking be...Continue Reading

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Citations

May 7, 2011·The Clinical Neuropsychologist·Casey E KruegerJoel H Kramer
May 15, 2013·Journal of Experimental Child Psychology·Emily Hembacher, Simona Ghetti
Mar 15, 2011·Journal of Experimental Child Psychology·Anique B H de BruinJoshua Redford
Dec 9, 2014·Developmental Science·Christine CoughlinSimona Ghetti
Feb 5, 2013·Consciousness and Cognition·Leonora G WeilSarah-Jayne Blakemore
Jun 20, 2014·Journal of Experimental Child Psychology·Nesrin DestanClaudia M Roebers
Apr 1, 2020·Metacognition and Learning·Martina SteinerClaudia M Roebers
Apr 17, 2021·Journal of Experimental Child Psychology·Sarah Jo TorgrimsonJennie K Grammer
Jun 16, 2021·Nature Communications·Max H SiegelLaura E Schulz

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