Development of Children's monitoring and control when learning from texts: effects of age and test format.

ABSTRACT: This study investigated elementary school children's development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T₁) and end (T₂) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended question

SUBMITTER: Steiner M 

PROVIDER: S-EPMC7089689 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature