青少年のメタコग्निション,学習,社会的な友情ネットワークを結びつける短期間の縦断研究
Mariëtte van Loon1, Lydia Laninga-Wijnen2
1Department of Psychology, University of Zurich, Zurich, Switzerland.
まとめ
特に正確な意思決定や戦略的再学習は 学習の成果を大幅に高めます 同級生の影響は学習成果に影響しますが 青少年のメタ認知能力には直接影響しません
科学分野:
- 教育心理学
- 認知科学
- ソーシャルネットワークの分析
背景:
- メタコグニティブスキルと社会的な関係は,思春期の学習に不可欠ですが,しばしば別々に研究されます.
- 効果的な教育介入には その相互作用を理解することが不可欠です
研究 の 目的:
- 青少年におけるメタコग्निション,学習パフォーマンス,クラスルームの友情ネットワークの関連性を調査する.
- メタコグニティブ・モニタリングとコントロールが学習成果にどのように影響するか検討する.
- メタコグニティブスキルと学習に対する 同級生影響の影響を調査する.
主な方法:
- 136人の7年生を対象に3ヶ月間にわたってメタコग्निション (モニタリングと制御) と学習能力 (カンジ文字の記憶) を評価した長期的研究.
- メタコグニティブスキルは,信頼判断と再研究決定によって測定されました.
- 教室の友好ネットワークは社会測定法を用いてマッピングされた.
主要な成果:
- 正確なメタコグニティブの判断は 2つの評価ポイントでの学習パフォーマンスを強く予測しました
- 低信頼度に基づいた戦略的再研究により,時間の経過とともに課題のスコアが大幅に改善されました.
- 青少年の認知能力に 友達からの直接的な影響は見つかりませんでしたが 友達によるタスクのパフォーマンスは 時間の経過とともに収束しました
結論:
- メタコグニティブ・コントロールと 精密なモニタリングは 青少年の学習の鍵となる要素です
- 同級生の影響は,メタコグニティブスキルに直接影響を及ぼすのではなく,間接的に学習プロセスに影響を与える可能性があります.
- 結果は,教育環境におけるメタコグニティブ戦略の促進と社会的ダイナミクスの考慮の重要性を強調しています.
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