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Wolfgang Schneider - One of the best experts on this subject based on the ideXlab platform.
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developmental relationship between declarative Metacognitive Knowledge and reading comprehension during secondary school
European Journal of Psychology of Education, 2019Co-Authors: Ashenafi Kassahun Edossa, Cordula Artelt, Nora Neuenhaus, Klaus Lingel, Wolfgang SchneiderAbstract:Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative Metacognitive Knowledge and their interrelationship from grade 5 to grade 8. A multivariate latent growth curve analysis was conducted using longitudinal data collected from secondary school students in Germany at four time points (grades 5, 6, 7, and 8). The participants showed developmental gains in both reading comprehension and declarative Metacognitive Knowledge during this time period. While a widening of gap was observed for reading comprehension between high- and low-achieving students from grades 5 to 8, there was no evidence of an increase or a decrease in the gap in declarative Metacognitive Knowledge during the study period. The initial level of reading comprehension and the later developmental gain were significantly predicted by early verbal cognitive ability. Verbal cognitive ability had a significant effect on initial declarative Metacognitive Knowledge but not on later developmental gains. Developmental changes in reading comprehension and declarative metacognition were significant and appeared to be parallel in slope. While early declarative Metacognitive Knowledge was significantly related to later developmental gains in reading comprehension, early reading comprehension was not significantly related to later developmental gains in declarative metacognition. This study’s findings are discussed with respect to the impact of strategies (declarative Metacognitive Knowledge) on reading comprehension and on the developmental interplay between both constructs.
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Does Metacognitive Knowledge mediate the relation between goal orientations and educational achievement in secondary school students
Electronic Journal of Research in Education Psychology, 2018Co-Authors: Nora Neuenhaus, Wolfgang Schneider, Cordula Artelt, Klaus LingelAbstract:espanolIntroduccion. El conocimiento metacognitivo del alumno, asi como sus orientaciones de objetivos, estan relacionados con el rendimiento academico. El conocimiento metacognitivo permite al alumno elegir estrategias de aprendizaje de tal manera que sean apropiadas a la situacion y tambien eficientes. Se desarrolla junto con actividades de aprendizaje relacionadas con el dominio, que a su vez estan influenciadas por las orientaciones de los objetivos de los estudiantes. Esto lleva a la suposicion de que las orientaciones de los objetivos influyen de manera diferente en el desarrollo del conocimiento metacognitivo, y que este ultimo media el efecto de las orientaciones de objetivos en el logro educativo. Metodo. Las hipotesis respectivas se probaron usando datos de un estudio longitudinal con 928 estudiantes de escuelas secundarias alemanas en los que se evaluaron las orientaciones de objetivos en quinto grado y el conocimiento metacognitivo y el rendimiento educativo en los dominios de lectura e ingles como lengua extranjera (EFL) cinco a siete. Resultados. Los resultados indican que la orientacion de los objetivos de aprendizaje tuvo un impacto positivo en el conocimiento metacognitivo y en los logros en la lectura, que fue mediado por el conocimiento metacognitivo. Se encontro lo contrario para la orientacion de los objetivos de rendimiento, que se centra en la demostracion de competencia y la intencion de superar a los demas. Conclusion. La orientacion de los objetivos de aprendizaje no solo afecta los logros directamente sino tambien indirectamente a traves de un efecto positivo en el conocimiento metacognitivo. La orientacion al rendimiento no tiene un efecto positivo en la relacion entre el conocimiento metacognitivo y el rendimiento. EnglishIntroduction. Student’s Metacognitive Knowledge as well as their goal orientations are related to educational achievement. Metacognitive Knowledge enables the learner to choose learning strategies in such a way that they are situation-appropriate as well as efficient. It develops in conjunction with domain-related learning activities, which in turn are influenced by students’ goal orientations. This leads to the assumption that goal orientations differentially influence the development of Metacognitive Knowledge, and that the latter mediates the effect of goal orientations on educational achievement. Method. Respective hypotheses were tested using data from a longitudinal study with 928 German secondary school students in which goal orientations were assessed in grade five and Metacognitive Knowledge and educational achievement in the domains of reading and English as a foreign language (EFL) were repeatedly tested from grade five to seven. Results. Findings indicate that learning goal orientation had a positive impact on Metacognitive Knowledge and on achievement in reading, which was mediated by Metacognitive Knowledge. The opposite was found for performance goal orientation, which focuses on the demonstration of competence and the intention to outperform others. Conclusion. Learning goal orientation not only affects achievement directly but also indirectly through a positive effect on Metacognitive Knowledge. Performance orientation does not have a positive effect on the relation between Metacognitive Knowledge and performance.
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Metacognitive Knowledge in Secondary School Students: Assessment, Structure, and Developmental Change
Methodology of Educational Measurement and Assessment, 2017Co-Authors: Wolfgang Schneider, Cordula Artelt, Klaus Lingel, Nora NeuenhausAbstract:The construct of Metacognitive Knowledge—that is Knowledge on cognitive processes, was established as a determinant of cognitive development in the 1970s. Early research focused on the domain of memory development in pre- and primary school children. While research activities on metacognition have diversified over time, some core issues in the assessment, structure, and development of Metacognitive Knowledge still remain unresolved:
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The Development of Metacognitive Knowledge in Children and Adolescents
Oxford Handbooks Online, 2015Co-Authors: Wolfgang Schneider, Elisabeth LöfflerAbstract:This chapter aims at depicting the development of Metacognitive Knowledge from early childhood through early adolescence. Children’s ability to reflect on their mental states develops rapidly in early childhood, beginning around the age of three. Thus the chapter first discusses important precursors of Metacognitive Knowledge, in particular, the correct use of mental verbs and the development of a “theory of mind.” Subsequently, it highlights essential stages in the acquisition of declarative Metacognitive Knowledge, with an emphasis on Knowledge about the effectiveness of different strategies. Next, it discusses how and when important aspects of procedural metamemory, that is, monitoring and self-control, develop in childhood and how they interact. It then discusses developmental trends in the relationship between metamemory and memory in more detail. Finally, it presents attempts to assess and foster Metacognitive skills in applied settings and discusses possible future directions of research on the development of metacognition.
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Word identification, Metacognitive Knowledge, motivation and reading comprehension: An Australian study of Grade 3 and 4 pupils
The Australian Journal of Language and Literacy, 2012Co-Authors: Christina E. Van Kraayenoord, Andrea Beinicke, Matthias Schlagmüller, Wolfgang SchneiderAbstract:This study examined performance in Metacognitive Knowledge, motivation, word identification and reading comprehension of 139 Grade 3 (9 years old) and 4 (10 years old) Australian male and female pupils. Initially, we investigated the role of word identification, Metacognitive Knowledge, and motivation in predicting reading comprehension, as a function of gender effects, before we examined possible interrelationships among the predictor variables using structural equation modelling. The main result indicated that word identification had the greatest influence on reading comprehension in this sample. The model fit the data set, with a strong relationship between word identification and reading comprehension. The results are discussed in terms of the impact of word identification on reading. Implications for practice are suggested.
Cordula Artelt - One of the best experts on this subject based on the ideXlab platform.
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The Relationship between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use.
Scientific Studies of Reading, 2019Co-Authors: Ai Miyamoto, Maximilian Pfost, Cordula ArteltAbstract:ABSTRACTThe goal of the present study was to investigate the mediating effects of reading amount and Metacognitive Knowledge of strategy use in the relationship between intrinsic motivation and rea...
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developmental relationship between declarative Metacognitive Knowledge and reading comprehension during secondary school
European Journal of Psychology of Education, 2019Co-Authors: Ashenafi Kassahun Edossa, Cordula Artelt, Nora Neuenhaus, Klaus Lingel, Wolfgang SchneiderAbstract:Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative Metacognitive Knowledge and their interrelationship from grade 5 to grade 8. A multivariate latent growth curve analysis was conducted using longitudinal data collected from secondary school students in Germany at four time points (grades 5, 6, 7, and 8). The participants showed developmental gains in both reading comprehension and declarative Metacognitive Knowledge during this time period. While a widening of gap was observed for reading comprehension between high- and low-achieving students from grades 5 to 8, there was no evidence of an increase or a decrease in the gap in declarative Metacognitive Knowledge during the study period. The initial level of reading comprehension and the later developmental gain were significantly predicted by early verbal cognitive ability. Verbal cognitive ability had a significant effect on initial declarative Metacognitive Knowledge but not on later developmental gains. Developmental changes in reading comprehension and declarative metacognition were significant and appeared to be parallel in slope. While early declarative Metacognitive Knowledge was significantly related to later developmental gains in reading comprehension, early reading comprehension was not significantly related to later developmental gains in declarative metacognition. This study’s findings are discussed with respect to the impact of strategies (declarative Metacognitive Knowledge) on reading comprehension and on the developmental interplay between both constructs.
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Does Metacognitive Knowledge mediate the relation between goal orientations and educational achievement in secondary school students
Electronic Journal of Research in Education Psychology, 2018Co-Authors: Nora Neuenhaus, Wolfgang Schneider, Cordula Artelt, Klaus LingelAbstract:espanolIntroduccion. El conocimiento metacognitivo del alumno, asi como sus orientaciones de objetivos, estan relacionados con el rendimiento academico. El conocimiento metacognitivo permite al alumno elegir estrategias de aprendizaje de tal manera que sean apropiadas a la situacion y tambien eficientes. Se desarrolla junto con actividades de aprendizaje relacionadas con el dominio, que a su vez estan influenciadas por las orientaciones de los objetivos de los estudiantes. Esto lleva a la suposicion de que las orientaciones de los objetivos influyen de manera diferente en el desarrollo del conocimiento metacognitivo, y que este ultimo media el efecto de las orientaciones de objetivos en el logro educativo. Metodo. Las hipotesis respectivas se probaron usando datos de un estudio longitudinal con 928 estudiantes de escuelas secundarias alemanas en los que se evaluaron las orientaciones de objetivos en quinto grado y el conocimiento metacognitivo y el rendimiento educativo en los dominios de lectura e ingles como lengua extranjera (EFL) cinco a siete. Resultados. Los resultados indican que la orientacion de los objetivos de aprendizaje tuvo un impacto positivo en el conocimiento metacognitivo y en los logros en la lectura, que fue mediado por el conocimiento metacognitivo. Se encontro lo contrario para la orientacion de los objetivos de rendimiento, que se centra en la demostracion de competencia y la intencion de superar a los demas. Conclusion. La orientacion de los objetivos de aprendizaje no solo afecta los logros directamente sino tambien indirectamente a traves de un efecto positivo en el conocimiento metacognitivo. La orientacion al rendimiento no tiene un efecto positivo en la relacion entre el conocimiento metacognitivo y el rendimiento. EnglishIntroduction. Student’s Metacognitive Knowledge as well as their goal orientations are related to educational achievement. Metacognitive Knowledge enables the learner to choose learning strategies in such a way that they are situation-appropriate as well as efficient. It develops in conjunction with domain-related learning activities, which in turn are influenced by students’ goal orientations. This leads to the assumption that goal orientations differentially influence the development of Metacognitive Knowledge, and that the latter mediates the effect of goal orientations on educational achievement. Method. Respective hypotheses were tested using data from a longitudinal study with 928 German secondary school students in which goal orientations were assessed in grade five and Metacognitive Knowledge and educational achievement in the domains of reading and English as a foreign language (EFL) were repeatedly tested from grade five to seven. Results. Findings indicate that learning goal orientation had a positive impact on Metacognitive Knowledge and on achievement in reading, which was mediated by Metacognitive Knowledge. The opposite was found for performance goal orientation, which focuses on the demonstration of competence and the intention to outperform others. Conclusion. Learning goal orientation not only affects achievement directly but also indirectly through a positive effect on Metacognitive Knowledge. Performance orientation does not have a positive effect on the relation between Metacognitive Knowledge and performance.
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Metacognitive Knowledge in Secondary School Students: Assessment, Structure, and Developmental Change
Methodology of Educational Measurement and Assessment, 2017Co-Authors: Wolfgang Schneider, Cordula Artelt, Klaus Lingel, Nora NeuenhausAbstract:The construct of Metacognitive Knowledge—that is Knowledge on cognitive processes, was established as a determinant of cognitive development in the 1970s. Early research focused on the domain of memory development in pre- and primary school children. While research activities on metacognition have diversified over time, some core issues in the assessment, structure, and development of Metacognitive Knowledge still remain unresolved:
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assessment of Metacognitive Knowledge in students with special educational needs
Metacognition and Learning, 2014Co-Authors: Marion Handel, Sabine Weinert, Kathrin Lockl, Jana Heydrich, Cordula ArteltAbstract:This study investigated whether and, if so, how Metacognitive Knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of Metacognitive Knowledge focusing primarily on different aspects of strategy Knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the Metacognitive Knowledge test. In addition, higher correlations between Metacognitive Knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches.
Symeon P. Vlachopoulos - One of the best experts on this subject based on the ideXlab platform.
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measurement of Metacognitive Knowledge of self task and strategies in mathematics
European Journal of Psychological Assessment, 2012Co-Authors: Anastasia Efklides, Symeon P. VlachopoulosAbstract:The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) Metacognitive Knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the Metacognitive Knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the Metacognitive Knowledge of strategies (cognitive/Metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested us...
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Measurement of Metacognitive Knowledge of Self, Task, and Strategies in Mathematics
European Journal of Psychological Assessment, 2012Co-Authors: Anastasia Efklides, Symeon P. VlachopoulosAbstract:The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) Metacognitive Knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the Metacognitive Knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the Metacognitive Knowledge of strategies (cognitive/Metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested using regression analyses in which the criterion variables were mean performance and feelings of difficulty in the processing of three mathematical problems. The findings support the theoretical claim that experience of difficulty is playing a critical role in the organization of Metacognitive Knowledge.
Vered Halamish - One of the best experts on this subject based on the ideXlab platform.
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Pre-service and In-service Teachers’ Metacognitive Knowledge of Learning Strategies
Frontiers in psychology, 2018Co-Authors: Vered HalamishAbstract:Research in cognitive psychology has suggested that difficulties are often desirable for learning: learning strategies that create difficulties for learners during practice often produce durable learning. Prominent examples of effective learning strategies that introduce desirable difficulties are testing as a means of learning, spacing study sessions over time, and interleaving practice of different topics. Previous research has suggested that, generally, undergraduates' Metacognitive Knowledge about the effectiveness of these learning strategies is inaccurate. The goal of the current study was to extend the examination of Metacognitive Knowledge of learning strategies to pre-service and in-service teachers, and further examine whether teachers' Metacognitive Knowledge is related to their teaching experience. Pre-service teachers enrolled in a university teacher training program (N = 83) and in-service elementary, junior-high, and high school teachers (N = 82) were presented with learning scenarios and predicted which of two learning strategies would yield the better outcome. Results suggested that, overall, both pre-service and in-service teachers failed to predict the advantages of testing, spacing, and interleaving as learning strategies. Furthermore, their Knowledge of learning strategies failed to increase with teaching experience. It is, therefore, recommended that explicit instruction about the benefits of empirically supported learning strategies should be included in teacher training and development programs.
Anastasia Efklides - One of the best experts on this subject based on the ideXlab platform.
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measurement of Metacognitive Knowledge of self task and strategies in mathematics
European Journal of Psychological Assessment, 2012Co-Authors: Anastasia Efklides, Symeon P. VlachopoulosAbstract:The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) Metacognitive Knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the Metacognitive Knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the Metacognitive Knowledge of strategies (cognitive/Metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested us...
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Measurement of Metacognitive Knowledge of Self, Task, and Strategies in Mathematics
European Journal of Psychological Assessment, 2012Co-Authors: Anastasia Efklides, Symeon P. VlachopoulosAbstract:The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) Metacognitive Knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the Metacognitive Knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the Metacognitive Knowledge of strategies (cognitive/Metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested using regression analyses in which the criterion variables were mean performance and feelings of difficulty in the processing of three mathematical problems. The findings support the theoretical claim that experience of difficulty is playing a critical role in the organization of Metacognitive Knowledge.
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Metacognitive Knowledge of effort, personality factors, and mood state: their relationships with effort-related Metacognitive experiences
Metacognition and Learning, 2006Co-Authors: Anastasia Efklides, Anastasia Kourkoulou, Frosso Mitsiou, Despina ZiliaskopoulouAbstract:The present study aimed at identifying the effects of mood treatment, personality factors, and Metacognitive Knowledge of effort–i.e., conceptualization of effort and perceptions of effort regulation–on Metacognitive experiences of students, particularly on their reported feeling of difficulty and estimate of effort. The sample comprised 474 students of 5th and 7th grade of both genders. The participants were tested in two phases. In the first phase, they were asked to respond to questionnaires measuring (a) Metacognitive Knowledge of effort, (b) maths self-concept, (c) goal orientations, and (d) a test of maths ability. In the second phase, participants were subjected to mood treatment–neutral, positive, and negative– and were asked to solve a mathematical problem. They also rated their prospective Metacognitive experiences before solving the problem and the retrospective ones after solving it. Mood treatment interacted with gender in the case of performance but it had no effect on Metacognitive experiences. A series of regression analyses showed that positive mood, personality factors, and feeling of difficulty predicted the prospective estimate of effort. Only feeling of difficulty and performance predicted the retrospective estimate of effort. No effect of Metacognitive Knowledge of effort on estimate of effort was found.