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Metacognition and self-concept: Elaborating on a construct relation in first-grade children
Laura C Dapp1, Claudia M Roebers1
1Department of Psychology, University of Bern, Bern, Switzerland.
Plos One
|April 28, 2021
Summary
This study found that the accuracy of self-evaluations, not just confidence, significantly links metacognition and academic self-concept in young children. A new bias measurement method was introduced.
Area of Science:
- Educational Psychology
- Cognitive Development
Background:
- Self-evaluations are crucial in metacognition and self-concept research.
- The relationship between metacognitive monitoring and academic self-concept is widely assumed but under-investigated.
Purpose of the Study:
- To investigate the association between metacognitive monitoring and academic self-concept in first-grade children.
- To introduce a novel method for quantifying self-concept bias to better understand this relationship.
Main Methods:
- Employed an individual-differences approach.
- Calculated a self-concept bias, analogous to metacognition research.
- Focused on a sample of first-grade children.
Main Results:
- A weak relationship was found between metacognitive monitoring and academic self-concept at the absolute confidence level.
- A more substantial association emerged when examining the biases of these constructs.
- The accuracy of self-evaluations, rather than general confidence, appears to be key.
Conclusions:
- The study introduces a novel method to quantify self-concept bias.
- Findings suggest the accuracy of self-evaluations is a critical link between metacognition and self-concept.
- This approach offers a promising new way to compare and relate these constructs in young learners.
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