Dermitzaki Irini
Department of Special Education, University of Thessaly, Argonafton & Filellinon, 382 21 Volos, Greece.
Psychol Rep. 2005 Dec;97(3):759-68. doi: 10.2466/pr0.97.3.759-768.
The present study investigated second-graders' self-regulative behav ior during task engagement and its relations to performance and to students' on-line metacognitive experiences. Participants were 25 individually examined Greek second graders (13 boys and 12 girls; M age: 7.6 yr., SD = 0.2). Students' use of cognitive, metacognitive, and motivational regulatory strategies while performing a cognitive task were directly observed and recorded by two independent observers. Students' task-specific performance was also evaluated. Finally, students' feeling of satisfaction with the solution produced, their estimate of effort expenditure, and estimate of the solution's correctness were assessed. Analysis showed these second grade students' use of self-regulatory strategies and feeling of satisfaction were significantly associated with their performance. However, metacognitive experiences reported after the solution were only slightly related to the students' actual self-regulative behavior during the task, implying that the relations of students' regulatory efforts with their metacognitive processes are still developing at such a young age.
本研究调查了二年级学生在任务执行过程中的自我调节行为，及其与表现以及学生在线元认知体验的关系。参与者为25名接受个体测试的希腊二年级学生（13名男孩和12名女孩；平均年龄：7.6岁，标准差=0.2）。两名独立观察员直接观察并记录了学生在执行认知任务时对认知、元认知和动机调节策略的使用情况。还评估了学生在特定任务上的表现。最后，评估了学生对所产生解决方案的满意度、对努力程度的估计以及对解决方案正确性的估计。分析表明，这些二年级学生自我调节策略的使用和满意度与他们的表现显著相关。然而，在得出解决方案后报告的元认知体验与学生在任务期间实际的自我调节行为仅略有关联，这意味着学生的调节努力与他们的元认知过程之间的关系在这么小的年龄仍在发展。
