Abstract
Declarative metacognition, that is, explicit knowledge about memory, comprehension, and learning processes, has been found within many studies to be related to memory development and strategy use (Schneider, 2015). Given its importance in the educational context, the National Educational Panel Study (NEPS) aims at assessing metacognitive knowledge over the life span. Considering metacognitive knowledge in a longitudinal perspective allows for investigating how metacognitive knowledge evolves and how its development is influenced by other competencies. The present chapter describes the development and evaluation of a new test instrument on metacognitive knowledge that is appropriate for first graders. Comparable with tests for other educational stages investigated in the NEPS, the newly constructed instrument consists of several scenarios that refer to different aspects of strategy knowledge. In the process of test development, an item pool of 20 scenarios was established and pretested in a pilot study with 195 first graders in a group setting. Various criteria were taken into account in the selection of items for the final instrument. The 10 scenarios in the final test covered a wide range of difficulties, and the test exhibited good reliability. The selected items showed good item-fit as well as appropriate item characteristic curves and item total correlations. Moreover, differential item functioning analyses have revealed that the final test was fair for the considered subgroups. In summary, the final instrument demonstrates good psychometric properties and thus serves as an important tool to describe metacognitive knowledge and to analyze its relevance within the educational context.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19(6), 716 – 722.
Alexander, J. M., & Schwanenflugel, P. J. (1996). Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research. Learning and Individual Differences, 8(4), 305 – 325.
Annevirta, T., & Vauras, M. (2001). Metacognitive knowledge in primary grades: A longitudinal study. European Journal of Psychology of Education, 16, 257–282. doi:10.1007/ BF03173029
Artelt, C., Beinicke, A., Schlagmüller, M., & Schneider, W. (2009). Diagnose von Strategiewissen beim Textverstehen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41(2), 96 – 103.
Artelt, C., Neuenhaus, N., Lingel, K., & Schneider, W. (2012). Entwicklung und wechselseitige Effekte von metakognitiven und bereichsspezifischen Wissenskomponenten in der Sekundarstufe. Psychologische Rundschau, 63, 18–25. doi:10.1026/0033-3042/a000106
Artelt, C., Schiefele, U., Schneider, W., & Stanat, P. (2002). Leseleistungen deutscher Schülerinnen und Schüler im internationalen Vergleich (PISA): Ergebnisse und Erklärungsansätze. Zeitschrift für Erziehungswissenschaft, 5(1), 6 – 27.
Artelt, C., & Schneider, W. (2015). Cross-country generalizability of the role of metacognitive knowledge for students’ strategy use and reading competence. Teachers College Record, 117(1), 1 – 32.
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3 – 38. doi:10.1007/BF01326548
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161–186. doi:10.1016/S0959-4752(96)00015-1
Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Carstensen, C. H. (2013). Linking PISA competencies over three cycles—results from Germany. In M. Prenzel, M. Kobarg, K. Schöps, & S. Rönnebeck (Eds.), Research Outcomes of the PISA Research Conference 2009 (pp. 199 – 213). New York: Springer.
Cavanaugh, J. C., & Borkowski, J. G. (1980). Searching for metamemory-memory connections: A developmental study. Developmental Psychology, 16, 441–453. doi: 10.1037/0012-1649.16.5.441
Cavanaugh, J. C., & Perlmutter, M. (1982). Metamemory: A critical examination. Child Development, 53(1), 11 – 28.
Ebert, S. (2011). Was Kinder über die mentale Welt wissen—Die Entwicklung von deklarativem Metagedächtnis aus der Sicht der “Theory of Mind.” Hamburg: Dr. Kovac.
Ebert, S. (2015). Longitudinal relations between theory of mind and metacognition and the impact of language. Journal of Cognition and Development, 16, 559–586. doi: 10.1080/15248372.2014.926272
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Kail, & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3 – 33). Hillsdale, NJ: Lawrence Erlbaum Associates.
Fritz, K., Howie, P., & Kleitman, S. (2010). How do I remember when I got my dog ? The structure and development of children’s metamemory. Metacognition and Learning, 5, 207–228. doi:10.1007/s11409-010-9058-0
Gräfe, L. (2012). How to deal with missing responses in competency tests ? A comparison of data- and model-based IRT approaches (Unpublished master’s thesis). Friedrich-Schiller-University Jena, Jena, Germany.
Haberkorn, K., Lockl, K., Pohl, S., Ebert, S., & Weinert, S. (2014). Metacognitive knowledge in children at early elementary school. Metacognition and Learning, 9, 239–263. doi:10.1007/s11409-014-9115-1
Händel, M., Artelt, C., & Weinert, S. (2013). Assessing metacognitive knowledge: Development and evaluation of a test instrument. Journal of Educational Research Online, 5(2), 162 – 188.
Hasselhorn, M. (1994). Zur Erfassung von Metagedächtnisaspekten bei Grundschulkindern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 26(1), 71–78.
Hasselhorn, M. (2006). Metakognition. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (3rd ed., pp. 480 – 485). Weinheim: Beltz PVU.
Joyner, M. H., & Kurtz-Costes, B. (1997). Metamemory development. In N. Cowan (Ed.), The development of memory in childhood (pp. 275 – 300). Hove: Psychology Press.
Justice, E. M. (1985). Categorization as a preferred memory strategy: Developmental changes during elementary school. Developmental Psychology, 21, 1105–1110. doi: 10.1037/0012-1649.21.6.1105
Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children’s knowledge about memory. Monographs of the Society for Research in Child Development, 40(1), 1 – 60.
Kurtz, B. E., Reid, M. K., Borkowski, J. G., & Cavanaugh, J. C. (1982). On the reliability and validity of children’s metamemory. Bulletin of the Psychonomic Society, 19(3), 137–140.
Lockl, K., & Schneider, W. (2006). Precursors of metamemory in young children: The role of theory of mind and metacognitive vocabulary. Metacognition and Learning, 1, 15–31. doi:10.1007/s11409-006-6585-9
Lockl, K., & Schneider., W. (2007). Knowledge about the mind: Links between theory of mind and later metamemory. Child Development, 78, 148–167. doi:10.1111/j.1467-8624.2007.00990.x
Masters, G. (1982). A Rasch model for partial credit scoring. Psychometrika, 47(2), 149–173.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 125 – 173). New York: Academic Press.
Neuenhaus, N. (2011). Metakognition und Leistung. Eine Längsschnittuntersuchung in den Bereichen Lesen und Englisch bei Schülerinnen und Schülern der fünften und sechsten Jahrgangsstufe. Bamberg: Opus.
Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W. (2011). Fifth graders metacognitive knowledge: General or domain specific ? European Journal of Psychology of Education, 26, 163 – 178. doi:10.1007/s10212-010-0040-7
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293 – 316. doi: 10.1016/0361-476X(83)90018-8
Pohl, S., & Carstensen, C. H. (2012). NEPS technical report—Scaling the data of the competence tests. (NEPS Working Paper No. 14). Bamberg: University of Bamberg, National Educational Panel Study.
Pohl, S., Gräfe, L., & Rose, N. (2014). Dealing with omitted and not reached items in competence tests—Evaluating approaches accounting for missing responses in IRT models. Educational and Psychological Measurement, 74(3), 423 – 452.
Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago: University of Chicago Press.
Schlagmüller, M., & Schneider, W. (2007). Der Würzburger Lesestrategie-Wissenstest für die Klassen 7 bis 12 (WLST 7-12). Göttingen: Hogrefe.
Schlagmüller, M., Visé, M., & Schneider, W. (2001). Zur Erfassung des Gedächtniswissens bei Grundschulkindern: Konstruktionsprinzipien und empirische Bewährung der Würzburger Testbatterie zum deklarativen Metagedächtnis. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 33(2), 91 – 102.
Schneider, W. (1986). The role of conceptual knowledge and metamemory in the development of organizational processes in memory. Journal of Experimental Child Psychology, 42, 218 – 236. doi: 10.1016/0022-0965(86)90024-X
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2, 114–121. doi: 10.1111/j.1751-228X.2008.00041.x
Schneider, W. (2015). Memory development from early childhood through emerging adulthood. Cham: Springer International Publishing Switzerland.
Schneider, W., & Lockl, K. (2006). Entwicklung metakognitiver Kompetenzen im Kindesund Jugendalter. In W. Schneider, & B. Sodian (Eds.), Kognitive Entwicklung. Enzyklopädie der Psychologie, Serie Entwicklungspsychologie (pp. 721 – 767). Göttingen: Hogrefe.
Schneider, W., & Pressley, M. (1997). Memory development between 2 and 20. Hillsdale, NJ: Erlbaum.
Schneider, W., Schlagmüller, M., & Vise, M. (1998). The impact of metamemory and domain-specific knowledge on memory performance. European Journal of Psychology of Education, 13, 91 – 103. doi:10.1007/BF03172815
Schwarz, G. E. (1978). Estimating the dimension of a model. Annals of Statistics, 6, 461–464. doi: 10.1214/aos/1176344136
Sodian, B., Schneider, W., & Perlmutter, M. (1986). Recall, clustering, and metamemory in young children. Journal of Experimental Child Psychology, 41, 395–410. doi: 10.1016/0022-0965(86)90001-9
Veenman, M. V. J., Kok, R., & Blöte, A. W. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33(3), 193 – 211.
Veenman, M. V. J., Van Hout-Wolters, B. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3 – 14. doi:10.1007/s11409-006-6893-0
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Weinert, F. E., & Schneider, W. (1999). Individual development from 3 to 12: Findings from the Munich longitudinal study. Cambridge: Cambridge Univ. Press.
Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., & Carstensen, C. H. (2011). Development of competencies across the life span. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Eds.), Zeitschrift für Erziehungswissenschaft, 14. Education as a lifelong process: The German National Educational Panel Study (NEPS) (pp. 67 – 86). Wiesbaden: VS Verlag für Sozialwissenschaften.
Wellman, H. M. (1977). Preschoolers’ understanding of memory-relevant variables. Child Development, 48(4), 1720 – 1723.
Wellman, H. M., & Hickling, A. (1994). The minds “I”: Children’s conception of the mind as an active agent. Child Development, 65, 1564–1580. doi:10.1111/j.1467-8624.1994. tb00836.x
Wu, M. L., Adams, R. J., & Wilson, M. R. (1997). ACER Conquest: Generalised item response modelling software. Melbourne: ACER Press.
Yussen, S. R., & Bird, E. J. (1979). The development of metacognitive awareness in memory, communication, and attention. Journal of Experimental Child Psychology, 28, 300–313. doi:10.1016/0022-0965(79)90091-2
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Fachmedien Wiesbaden
About this chapter
Cite this chapter
Lockl, K., Händel, M., Haberkorn, K., Weinert, S. (2016). Metacognitive Knowledge in Young Children: Development of a New Test Procedure for First Graders. In: Blossfeld, HP., von Maurice, J., Bayer, M., Skopek, J. (eds) Methodological Issues of Longitudinal Surveys. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-11994-2_26
Download citation
DOI: https://doi.org/10.1007/978-3-658-11994-2_26
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-11992-8
Online ISBN: 978-3-658-11994-2
eBook Packages: EducationEducation (R0)