Metacognition and self-concept: Elaborating on a construct relation in first-grade children.

ABSTRACT: Self-evaluations play an important role in various fields of study, specifically in research on metacognition and self-concept. Although the assumption that self-evaluations as known from metacognitive monitoring and academic self-concept are related has received wide agreement, the nature of such a relationship has only rarely been investigated. In the current study, the individual-differences approach that has occasionally addressed this association is discussed and extended twofold. For one, a novel way to compare metacognition and self-concept is presented by computing a self-concept bias-analogous to metacognition research. For another, the study targeted a younger population, namely first-grade children. In line with previous studies, the results confirmed a weak relation between met

SUBMITTER: Dapp LC 

PROVIDER: S-EPMC8081232 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature