Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?

VENTURA, ANA CLARA

Early Years An International Research Journal

Taylor and Francis Ltd.

Lugar: Londres; Año: 2022 vol. 43 p. 1118 - 1130

0957-5146

This study investigated six-year-old children’s metacognitive and self-regulatory processes during task engagement and their relations to children’s online metacognitive experiences, particularly feelings of difficulty (FOD). Sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) were individually interviewed. They were engaged in an ecological and challenging graphic task. Based on C.Ind.Le Coding Scheme, the present study took into account indicators of metacognitive knowledge (i.e., knowledge of persons, tasks and strategies), metacognitive regulation (i.e., planning, monitoring, control and evaluation) and emotional and motivational regulation (i.e., emotional and motivational monitoring and control). Moreover, children’s spontaneous comments of FOD were coded. Results showed that the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning. The communication of FOD during the task allowed children to mobilize resources and to achieve their goals. Indeed, children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it. We discuss the importance of promoting and hearing the children’s voices and judgments about their metacognitive experiences to solve the activities in educational contexts. PUBLICACIÓN INDEXADA EN: Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; British Education Index; EBSCO CD Rom Database; EBSCOhost EJS; Educational Research Abstracts online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); ESCI (Emerging Sources Citations Index); National Children´s Bureau; National Database for Research into International Education (NDRI), PsycINFO; Scopus and Social Sciences Citation Index.