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Related Experiment Videos

Estimating personal performance: a problem for children with school dysfunction.

H Feldman, M D Levine, T Fenton

    Journal of Developmental and Behavioral Pediatrics : JDBP
    |October 1, 1986
    PubMed
    Summary
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    Children with school dysfunction may struggle with self-assessment, overestimating their abilities. This impacts their learning and may be addressed through interventions.

    Area of Science:

    • Cognitive psychology
    • Developmental psychology
    • Educational psychology

    Background:

    • Children with school dysfunction often exhibit poor planning and strategy use.
    • A passive learning style in these children may stem from deficits in self-performance assessment.

    Purpose of the Study:

    • To test the hypothesis that children with school dysfunction have impaired self-performance assessment capabilities.
    • To investigate if this self-assessment deficit contributes to their passive learning style.

    Main Methods:

    • Thirty children (9-12 years) with school underachievement from a pediatric clinic.
    • Thirty age, grade, and SES-matched controls.
    • Participants predicted performance on four cognitive tasks before task completion.

    Related Experiment Videos

    Main Results:

    • Clinic subjects demonstrated greater overestimation of their performance capabilities compared to controls in two specific domains.
    • This overestimation pattern is similar to that observed in younger children on comparable tasks.

    Conclusions:

    • Children with school dysfunction may exhibit deficits in metacognitive monitoring, specifically in performance self-assessment.
    • These findings suggest potential targets for therapeutic and educational interventions aimed at improving self-awareness and learning strategies.