Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get

By A. Desoete. 2008

165 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e8072642050112b44d41147d68b9d170c121dc1b

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, methodology): “Researchers agree that to truly understand the relationships between components of metacognition a multi-method approach using both on-line and off-line tasks is required (e.g. Desoete 2008; Schellings et al. 2013; Van HoutWolters & Schellings, 2009; Veenman 2005; Veenman et al. 2014).”
Metacognitive Skills and Problem-Solving (2021, background): “The students who have high metacognitive skills are more successful in problem-solving (Desoete, 2008; Hollingworth & McLoughlin, 2005; Schoenfeld, 1985).”
Fifth graders metacognitive knowledge: general or domain-specific? (2011, background): “We propose that “domain specific metacognitive knowledge is positively related to achievement in the respective domain supplemented by an impact of general metacognitive knowledge (Hypothesis 4).” Since the relevance to control for general cognitive ability while investigating metacognitive abilitie”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, background): “2015) and the combination of components (e.g., Bannert and Mengelkap 2008; Desoete 2008; Tuysuzoglu and Greene 2015; Van der Stel and Veenman 2008).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, methodology): “Planning During planning students think in advance of how, when, and why to act in order to obtain the learning objectives, analysed during task orientation (Desoete, 2008).”
The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, methodology): “…developments and research focus on metacognition in science, technology, engineering, and mathematics (STEM) learning and problem solving (e.g., Desoete, 2008; Desoete, Roeyers, & De Clercq, 2003; Greene & Azevedo, 2009; Moos & Azevedo, 2008a, 2000b; Schwartz, Andersen, Hong, Howard, & McGee,…”
An investigation of the relationship between metacognition and mathematics achievement (2011, background): “In addition, the study conducted by Desoete et al. (2001a) indicated that metacognitive knowledge and skills account for 37% of the achievement in mathematical problem solving.”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, methodology): “Azevedo, Moos, Greene, Winters, & Crornley (2008); Desoete (2007, 2008, 2009); Desoete & Roeyers (2006a); Jacobse & Harskamp (2009, 2012); Mateos, Martín, Villalón, & Luna (2008); Peters (2008); Peters & Kitsantas (2010); Throndsen (2011); Tillema, van den Bergh, Rijlaarsdam, & Sanders (2011); van…”
The effect of metacognitive strategy training on mathematical problem solving achievement (2009, background): “The selection of appropriate strategies and allocation of resources closely related with the prediction skill (Desoete, 2008).”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “Metacognitive control has been identified as the ability to deal with mental operations in metacognitive processes to attain cognitive objectives (Desoete 2008) or to employ knowledge to regulate cognitive processes and use metacognitive strategies to control one’s learning (Ozsoy 2011).”