Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity

Autor/inn/en	Poll, Gerard H.; Petru, Janis
Titel	Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity
Quelle	In: Communication Disorders Quarterly, 44 (2023) 4, S.266-274 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poll, Gerard H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/15257401221120368
Schlagwörter	Adolescents; Metacognition; Transitional Programs; Secondary School Students; Interpersonal Communication; Self Control; Self Concept; Correlation; Language Skills; Age Differences; Learning; Student Characteristics; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Interpersonale Kommunikation; Selbstbeherrschung; Selbstkonzept; Korrelation; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Lernen
Abstract	Metacognitive ability supports both self-regulated academic learning and effective social communication. It is critical to adolescents' ability to successfully transition from secondary education to adult contexts, underscoring the need to understand age-related changes beyond childhood. There have been conflicting findings on whether metacognition is a general ability that applies to both learning and social communication, or an ability specific to each domain. In this observational study, 35 transition-age adolescents (14-22 years) of varied social communication abilities completed measures of metacognition for learning and metacognition for social communication. Each metacognitive measure included self-knowledge and self-regulation components. Metacognition for social communication increased with participant age but metacognition for learning did not. Metacognitive measures for learning and social communication did not significantly correlate. The self-regulation component of metacognition for social communication predicted pragmatic language ability, but self-regulation for learning did not. The findings suggest that metacognition is a domain-specific ability that contributes to social communication competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01