Examining On-Task Regulation in School Children: Interrelations between Monitoring, Regulation, and Task Performance

Autor/inn/en	van Loon, Mariëtte H.; Oeri, Niamh S.
Titel	Examining On-Task Regulation in School Children: Interrelations between Monitoring, Regulation, and Task Performance
Quelle	In: Journal of Educational Psychology, 115 (2023) 3, S.446-459 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oeri, Niamh S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000781
Schlagwörter	Task Analysis; Self Concept; Study Habits; Time Management; Academic Persistence; Metacognition; Elementary School Students; Grade 6; Grade 4; Accuracy; Foreign Countries; Self Evaluation (Individuals); Performance; Age Differences; Switzerland + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Selbstkonzept; Study behavior; Study behaviour; Studienverhalten; Zeitmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 06; 6. Schuljahr; Schuljahr 06; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Achievement; Leistung; Age; Difference; Age difference; Altersunterschied; Schweiz
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[subscript] age 12 years) participated; Study 2 consisted of 97 fourth graders (M[subscript 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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01