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ERIC Number: EJ1385476
Record Type: Journal
Publication Date: 2023-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1525-7401
EISSN: EISSN-1538-4837
Available Date: N/A
Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity
Poll, Gerard H.; Petru, Janis
Communication Disorders Quarterly, v44 n4 p266-274 Aug 2023
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Clinical Evaluation of Language Fundamentals
Grant or Contract Numbers: N/A
Author Affiliations: N/A