Metacognitive Self-Confidence in School-Aged Children
Metacognitive Self-Confidence in School-Aged Children
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DOI：
10.1007/978-94-007-4507-0_8
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发表时间：
2013-01-01
期刊：
影响因子：
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通讯作者：
Mak, Karina Kar Lee
中科院分区：
文献类型：
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作者：
Kleitman, Sabina;Stankov, Lazar;Mak, Karina Kar Lee
先前在元认知领域的研究表明，成年人和9-12岁的小学生都存在自信建构。在本章中，我们回顾了最近几项研究的结果，这些研究表明自信结构具有良好的预测效度，并检查了该结构的预测因子。在这些研究中，对学生的学术、非学术和元认知自我概念进行了评估。我们还评估了学生对他们的主要环境：教室和家庭的看法。这些研究的结果表明，在信心评级方面存在稳定的个体差异。无论学生的认知能力、年龄和性别如何，高水平的自信预示着更高的学业成绩。元认知自我概念和学业自我概念是学生自信水平的重要预测因子，也是其他变量对学生自信水平预测的中介变量。课堂因素（目标取向）与元认知和学业自我概念相关，而元认知和学业自我概念反过来正向预测学业成绩和自信。这些结果支持了广泛自信结构存在的说法，表明它与学校成绩有相关性。结果还表明，学生对课堂和家庭动态的感知对自信和成就都有重要影响。我们讨论了我们的发现对家长和老师的影响，并考虑了提高学生学业成绩的方法。
Prior research within the area of metacognition indicates that a self-confidence construct exists among both adults and primary school children aged 9–12. In this chapter, we review findings from several recent studies that demonstrate good predictive validity of the self-confidence construct and examine the predictors of this construct. In these studies, the students’ academic, non-academic and metacognitive self-concepts were assessed. We also assessed students’ perceptions of their key environments: classroom and family. The results from these studies demonstrate stable individual differences in confidence ratings. Higher levels of self-confidence predicted greater school achievement, irrespective of a student’s cognitive ability, age and gender. Metacognitive and academic self-concept acted as both important predictors of the students’ levels of confidence and mediators of the predictions that other variables had on self-confidence. Classroom factors (goal orientation) were linked to metacognitive and academic self-concepts, which in turn positively predicted academic outcomes and self-confidence. Such results support the claim for the existence of a broad self-confidence construct, signifying its pertinence for school achievement. The results also suggest that a student’s perception of classroom and family dynamics has an important influence on both confidence and achievement. We discuss the implications of our findings for both parents and teachers, and we consider ways to improve academic outcomes for students.