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dc.contributor.author
Ventura, Ana Clara
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dc.date.available
2023-10-03T15:38:13Z
dc.date.issued
2022-04
dc.identifier.citation
Ventura, Ana Clara; Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?; Routledge; Early Years; 42; 2; 4-2022; 1-13
dc.identifier.issn
0957-5146
dc.identifier.uri
http://hdl.handle.net/11336/213958
dc.description.abstract
This study investigated six-year-old children’s metacognitive and self-regulatory processes during task engagement and their relations to children’s online metacognitive experiences, particularly feelings of difficulty (FOD). Sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) were individually interviewed. They were engaged in an ecological and challenging graphic task. Based on C.Ind.Le Coding Scheme, the present study took into account indicators of metacognitive knowledge (i.e., knowledge of persons, tasks and strategies), metacognitive regulation (i.e., planning, monitoring, control and evaluation) and emotional and motivational regulation (i.e., emotional and motivational monitoring and control). Moreover, children’s spontaneous comments of FOD were coded. Results showed that the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning. The communication of FOD during the task allowed children to mobilize resources and to achieve their goals. Indeed, children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it. We discuss the importance of promoting and hearing the children’s voices and judgments about their metacognitive experiences to solve the activities in educational contexts.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Routledge
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
EARLY CHILDHOOD DEVELOPMENT
dc.subject
EMOTIONAL AND MOTIVATIONAL REGULATION
dc.subject
FEELINGS OF DIFFICULTY
dc.subject
METACOGNITIVE KNOWLEDGE
dc.subject
METACOGNITIVE REGULATION
dc.subject.classification
Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2023-06-26T11:05:14Z
dc.identifier.eissn
1472-4421
dc.journal.volume
42
dc.journal.number
2
dc.journal.pagination
1-13
dc.journal.pais
Reino Unido
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dc.journal.ciudad
Londres
dc.description.fil
Fil: Ventura, Ana Clara. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Grupo Vinculado del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS): Sede Crub | Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Grupo Vinculado del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS): Sede Crub; Argentina
dc.journal.title
Early Years
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1080/09575146.2022.2065666
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/09575146.2022.2065666
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