Ormond C, Luszcz M A, Mann L, Beswick G
Psychology Discipline, Flinders University, Adelaide, South Australia.
J Adolesc. 1991 Sep;14(3):275-91. doi: 10.1016/0140-1971(91)90021-i.
Samples of 43 early (CA = 13 years) and 41 middle (CA = 15 years) adolescents were compared on three categories of metacognitive knowledge as they relate to decision making--person knowledge, task knowledge and strategy knowledge. Metacognitive knowledge was assessed using a 19-item questionnaire. Consistent with our hypothesis, middle adolescents showed significantly greater metacognitive knowledge than early adolescents on all three scales. Self-reported decision making style (using the Flinders Adolescent Decision Making Questionnaire) and decision making performance on a hypothetical scenario were also measured. Middle adolescents reported a more competent decision making style than early adolescents, while group differences on the scenario were not found. Adolescents completing the scenario scored significantly higher on all measures of decision making metacognition. Significant correlations were found between metacognitive knowledge of decision making, self-reported decision making style and performance on the decision scenario task. By middle adolescence understanding of what is involved in the activity of decision making is well developed. This growth in understanding, accompanied by changes in social domains, plays a part in decision execution and style.
对43名早期青少年（平均年龄=13岁）和41名中期青少年（平均年龄=15岁）的样本，就与决策相关的三类元认知知识——个人知识、任务知识和策略知识进行了比较。使用一份包含19个条目的问卷对元认知知识进行评估。与我们的假设一致，中期青少年在所有三个量表上的元认知知识都显著多于早期青少年。还测量了自我报告的决策风格（使用弗林德斯青少年决策问卷）以及在一个假设情境中的决策表现。中期青少年报告的决策风格比早期青少年更具能力，而在该情境中未发现组间差异。完成该情境的青少年在决策元认知的所有测量指标上得分显著更高。在决策的元认知知识、自我报告的决策风格和决策情境任务的表现之间发现了显著相关性。到青少年中期，对决策活动所涉及内容的理解已得到充分发展。这种理解的增长，伴随着社会领域的变化，在决策执行和风格中发挥着作用。
