E.A 2114 Psychologie des Ages de la Vie et Adaptation, University of Tours, France.
University of Tours, France.
Br J Educ Psychol. 2020 Jun;90 Suppl 1:1-16. doi: 10.1111/bjep.12305. Epub 2019 Jul 10.
The Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self-regulation from a top-down to a bottom-up process and vice versa.
The study examines the link between metacognition and emotional regulation in the everyday problem-solving performance of children in elementary school. Emotional regulation is studied from the angle of coping strategies.
SAMPLE(S): Participants were 269 children aged 8.17-11.66 years old (Mean = 9.8, SD = 0.88).
They completed a French version of the 'The Metacognitive Experiences Questionnaire' developed by Efklides and Petkaki (2005, Learning and Instruction, 15, 415) and the Kidcope (Spirito et al., 1988, Journal of Pediatric Psychology, 13, 555) to measure the coping strategies before and after solving the everyday problem taken from 'The Everyday Cognition Battery' (Allaire & Marsiske, 1999, Psychology and Aging, 14, 261).
The results indicate that several metacognitive experiences are significantly linked to solving everyday problems, in particular the feeling of difficulty. The other results of our study show that no single coping strategy was linked to problem-solving performance but that the three coping strategies (i.e., emotional outburst, blaming others, and magical thinking) are linked to metacognitive experiences.
The results highlight the importance of emotional regulation on cognitive performance, both before and after solving the problem. These findings have important implications for teachers, who should be aware of the effect that a feeling of difficulty may have on solving a given problem.
元认知情感的 SRL 模型（MASRL）考虑了元认知、动机和情感之间的关系。值得注意的是，它提供了一个理论框架，以了解主观体验（元认知和情感）如何从自上而下的过程转变为自下而上的过程，反之亦然，从而改变自我调节。
本研究考察了元认知与儿童在小学日常解决问题表现中的情绪调节之间的联系。情绪调节从应对策略的角度进行研究。
参与者为 269 名 8.17-11.66 岁的儿童（平均年龄为 9.8 岁，标准差为 0.88）。
他们完成了由 Efklides 和 Petkaki（2005 年，学习与教学，15，415）和 Kidcope（Spirito 等人，1988 年，儿科学心理学，13，555）开发的法语版“元认知体验问卷”，以在解决取自“日常认知电池”（Allaire 和 Marsiske，1999 年，心理学与老龄化，14，261）的日常问题之前和之后测量应对策略。
结果表明，几种元认知体验与解决日常问题密切相关，特别是困难感。我们研究的其他结果表明，没有单一的应对策略与解决问题的表现相关，而是三种应对策略（即情绪爆发、责怪他人和神奇思维）与元认知体验相关。
结果强调了情绪调节对认知表现的重要性，无论是在解决问题之前还是之后。这些发现对教师具有重要意义，他们应该意识到困难感可能对解决给定问题的影响。
