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Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning over Time
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Wang, Ming-Te; Binning, Kevin R.; Del Toro, Juan; Qin, Xu; Zepeda, Cristina D. – Child Development, 2021
Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11-15), metacognitive skills, interest, and…
Descriptors: Learner Engagement, Metacognition, Longitudinal Studies, Self Control
Carving Metacognition at Its Joints: Protracted Development of Component Processes
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O'Leary, Allison P.; Sloutsky, Vladimir M. – Child Development, 2017
Two experiments investigated the development of metacognitive monitoring and control, and conditions under which children engage these processes. In Experiment 1, 5-year-olds (N = 30) and 7-year-olds (N = 30), unlike adults (N = 30), showed little evidence of either monitoring or control. In Experiment 2, 5-year-olds (N = 90) were given…
Descriptors: Metacognition, Young Children, Adults, Feedback (Response)
The Development of Children's Knowledge of Self-Control Strategies.
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Mischel, Harriet Nerlove; Mischel, Walter – Child Development, 1983
Two studies traced the development of metacognitions about self-control in children from preschool through grade 6. Results indicated that children begin to understand two basic rules for effective delay of gratification by about the end of their fifth year. (Author/MP)
Descriptors: Age Differences, Children, Cognitive Processes, Delay of Gratification