Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance.

Autor/inn/en	Loon, Mariette H. van; Oeri, Niamh S.
Titel	Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance. Gefälligkeitsübersetzung: Untersuchung der On-Task-Regulation bei Schulkindern: Zusammenhänge zwischen Überwachung, Regulierung und Aufgabenleistung.
Quelle	In: Journal of educational psychology, 115 (2023) 3, S. 446-459Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000781
Schlagwörter	Kognitive Entwicklung; Altersunterschied; Schule; Grundschule; Schüler; Schülerleistung; Lernen; Kontrolle
Abstract	It is unknown how multiple components of on-task regulation of learning affect task performance in school children. This research aimed to acquire insights into the interrelations between children's metacognitive monitoring, regulation of learning, and task performance. Three components of on-task regulation of learning were investigated: allocation of study time, restudy selections, and task persistence. Children learned concepts with their definitions. In Study 1, 104 sixth graders (M-age 12 years) participated; Study 2 consisted of 97 fourth graders (M-age 10 years). For both age groups, task persistence was a strong predictor of performance. For sixth but not for fourth graders, monitoring accuracy affected performance. Findings indicate that, when aiming to improve regulation of learning and task performance in elementary school, student age is a relevant factor to consider. Around the age of 10, regulation affects learning performance, whereas the effects of self-monitoring accuracy on performance seem apparent when children are approximately 12 years of age. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1