Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement |
| |
Authors: | Claudia M. Roebers Patrizia Cimeli Marianne R?thlisberger Regula Neuenschwander |
| |
Affiliation: | 1. Center for Cognition, Learning, and Memory & School of Psychology, University of Bern, Bern, Switzerland
|
| |
Abstract: | In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children??s executive functioning, academic self-concept, metacognitive monitoring and control, as well as their achievement in mathematics and literacy were evaluated. Structural equation modeling revealed that executive functioning was significantly related to metacognitive control, both cross-sectionally and longitudinally, and that self-concept was substantially associated with metacognitive monitoring, both cross-sectionally and longitudinally. Individual differences in executive functioning and metacognitive control were significantly related to academic outcomes, with metacognitive control appearing to yield a more circumscribed influence on academic outcomes (only literacy) compared to executive functioning (literacy and mathematics). |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|