Children's strategic regulation, metacognitive monitoring, and control processes during test taking
Children's strategic regulation, metacognitive monitoring, and control processes during test taking
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DOI：
10.1348/000709910x485719
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发表时间：
2010-09-01
影响因子：
3.7
通讯作者：
Roebers, Claudia M.
中科院分区：
文献类型：
--
作者：
Krebs, Saskia S.;Roebers, Claudia M.
背景从自我调节学习的角度出发，强调学习者的个体特征与测试情境之间的相互作用，以评估学习结果。本研究考察了儿童考试行为中的元认知过程，并探讨了元认知过程对考试成绩的影响。此外，它被调查是否在检索过程中的差异（操作通过项目难度）有助于在战略调控技能的表现。共有107名参与者（8-/9-和11-/12岁的孩子）解决了一个完形填空测试，包括回答（容易，中等，和困难的问题）和无法回答的问题，对每个答案的信心判断，然后允许撤回答案，如果他们愿意。两种不同的评分方案的测试性能进行了比较，对照组。分析显示，相对足够的监测过程时，元认知区分容易，困难，无法回答的项目和正确和不正确的答案。与此同时，在准确监测不确定性的能力方面也有发展。至于控制过程，所有的孩子都被证明能够调整他们的考试行为，以有利于测试的准确性，主要是撤回不正确的答案。控制容易的项目比困难和无法回答的项目更有效。这项研究提供了证据的影响，元认知技能在儿童的学习成果和文件的战略行为在考试期间，以及在所涉及的技能的发展进步。此外，研究结果强调了记忆提取的重要性，随后的元认知过程。
Background. 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.Aims. 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.Sample and methods. 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.Results. 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 behaviour to the benefit of test accuracy by withdrawing mainly incorrect answers. Controlling was more efficient for easy than for difficult and unanswerable items.Conclusion. The study offers evidence for the impact of metacognitive skills in children's learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills. Further, findings underline the importance of memory retrieval for subsequent metacognitive processes.