Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement
Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement
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小学生的执行功能、元认知和自我感知能力：关于它们之间的相互关系及其对学校成绩的作用的探索性研究
DOI：
10.1007/s11409-012-9089-9
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发表时间：
2012
影响因子：
3.3
通讯作者：
Regula Neuenschwander
中科院分区：
文献类型：
--
作者：
Claudia M. Roebers;Patrizia Cimeli;Marianne Röthlisberger;Regula Neuenschwander
在本研究中，我们考察了执行功能、元认知和自我感知能力在早期学业成绩中的关系。研究人员对209名一年级儿童的执行功能和学业自我概念进行了初步评估。一年后，对儿童的执行功能、学业自我概念、元认知监测和控制以及数学和识字成绩进行评估。结构方程模型显示，执行功能与元认知控制具有显著的横断面和纵向关系，自我概念与元认知监控具有显著的横断面和纵向关系。执行功能和元认知控制的个体差异与学业成绩显著相关，与执行功能（识字和数学）相比，元认知控制似乎对学业成绩（仅识字）产生更有限的影响。
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children’s executive functioning, academic self-concept, metacognitive monitoring and control, as well as their achievement in mathematics and literacy were evaluated. Structural equation modeling revealed that executive functioning was significantly related to metacognitive control, both cross-sectionally and longitudinally, and that self-concept was substantially associated with metacognitive monitoring, both cross-sectionally and longitudinally. Individual differences in executive functioning and metacognitive control were significantly related to academic outcomes, with metacognitive control appearing to yield a more circumscribed influence on academic outcomes (only literacy) compared to executive functioning (literacy and mathematics).
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影响因子：
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作者：
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通讯作者：
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影响因子：
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