Social and Metacognitive Influences on Strategy Use in FirstGrade Children

摘要本研究将探讨社会、归因和元认知因素对一年级儿童数学策略偏好的交互作用。儿童被假设积累一套首选的数学策略，基于对这些策略的社会可接受性的感知，他们对努力在学习中的作用的归因，以及元认知知识。与认为能力稳定的儿童不同，那些认为努力学习可以提高能力的儿童被认为发展了更多关于策略的元认知知识，并使用能够带来良好表现的策略。那些认为能力稳定且具有智力指标的儿童在使用数学策略时，更多地受到老师、家长和同龄人对策略的态度的影响。在一个学年中，策略和数学成绩的发展将作为对策略的认知社会态度、学校和家庭中的策略训练、归因信念和元认知因素的函数来考察。特别令人感兴趣的是从外部策略(例如手指)到内部策略(例如心算)的转变，因为儿童早期使用的大部分策略都是外部的，因此对社会评论对这些策略的可取性的影响持开放态度。

ABSTRACT This research will explore the interacting roles of social, attributional, and metacognitive contributors to first-grade children's preferences for math strategies. Children are hypothesized to accumulate a set of preferred math strategies based on perceived social acceptability of the strategies, their attributions about the role of effort in learning, and metacognitive knowledge. Children who believe that effort in learning increases ability, as opposed to children who believe that ability is stable, are believed to develop more metacognitive knowledge about strategies and to use strategies that result in good performance. Children who believe ability to be stable and indicative of intelligence are expected to be more influenced in their use of math strategies by teachers', parents', and peers' attitudes toward strategies. The development of strategies and mathematical performance across a single school year will be examined as a function of perceived social attitudes toward strategies, strategy training in the school and home, attributional beliefs, and metacognitive factors. Of special interest will be the shift from external strategies (e.g., fingers) to internal strategies (e.g., mental calculation) since much of children's early strategy use is external and therefore open to the effects of social comment on the desirability of such strategies.