Social and Metacognitive Influences on Strategy Use in FirstGrade Children

摘要 这项研究将探讨社会， 归因，和元认知贡献者一年级 孩子们对数学策略的偏好。 儿童 假设积累了一套偏好的数学策略 基于对战略的社会可接受性的认识， 关于努力在学习中的作用的归因，以及 元认知知识 孩子们相信这种努力 学习可以提高能力，而不是那些认为 这种能力是稳定的， 关于策略和使用策略的元认知知识 这导致良好性能。 相信自己能力的孩子 稳定和智能的指示预计将更多 在使用数学策略时受到老师的影响， 父母和同伴对策略的态度。 的 发展的战略和数学表现在一个 一个学年将被视为一个功能， 社会对策略的态度，策略训练，策略训练 学校和家庭，归因信念，和元认知 因素 特别令人感兴趣的是， 策略（例如，手指）到内部策略（例如，心理 计算），因为儿童早期使用的策略大多是 外部的，因此开放的社会评论的影响， 这种战略的可取性。

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.