van Loon Mariëtte H, Bayard Natalie S, Steiner Martina, Roebers Claudia M
Department of Developmental Psychology, University of Bern, Fabrikstrasse 8, CH-3012 Bern, Switzerland.
Metacogn Learn. 2021;16(3):623-650. doi: 10.1007/s11409-020-09248-2. Epub 2021 Nov 20.
Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning. The present study aimed to acquire insights into how teachers' cognitive and metacognitive strategy instruction, as well as teacher-directed and child-centered instructional practices are related to children's self-monitoring accuracy, regulation of study, and learning performance. Twenty-one teachers and 308 children (2nd and 4th grade elementary school) participated. Teachers instructed a secret code task, children had to learn the match between letters of the alphabet and corresponding symbols. Teachers were observed and audio-recordings were made of their instructions. Then, children were asked to (a) make restudy selections, (b) complete a test, and (c) self-monitor test performance. Although teachers both addressed cognitive and metacognitive strategies, they more often instructed children about cognitive strategies. Further, teaching practices were more often teacher-directed than child-centered. Although there were no relations between teachers' instructions for metacognitive strategies and children's outcome measures, teaching cognitive strategies was positively associated with children's performance and self-monitoring accuracy. However, teaching cognitive strategies did not predict effective restudy selections. Rather, child-centered instructions (i.e., giving children autonomy to regulate their own learning) positively predicted children's restudy, and further, children's self-monitoring was more accurate in classrooms where teachers more often used child-centered instructional practices. This seems to imply that not only the content of the instructions itself, but particularly the way these are given, affects children's metacognition.
许多孩子在准确的自我监控和有效的学习调节方面存在困难，这可能导致他们错过学习机会。在课堂上，教师在支持孩子进行元认知和学习方面发挥着关键作用。本研究旨在深入了解教师的认知和元认知策略指导，以及教师主导和以儿童为中心的教学实践如何与孩子的自我监控准确性、学习调节和学习表现相关。21名教师和308名儿童（小学二年级和四年级）参与了研究。教师指导一项密码任务，孩子们必须学习字母表中的字母与相应符号之间的匹配。对教师进行观察并录制他们的指导音频。然后，要求孩子们（a）做出重新学习的选择，（b）完成测试，以及（c）自我监控测试表现。虽然教师既涉及认知策略也涉及元认知策略，但他们更常指导孩子们认知策略。此外，教学实践更多是教师主导而非以儿童为中心。虽然教师的元认知策略指导与孩子的结果测量之间没有关联，但教授认知策略与孩子的表现和自我监控准确性呈正相关。然而，教授认知策略并不能预测有效的重新学习选择。相反，以儿童为中心的指导（即给予孩子自主调节自己学习的权利）能积极预测孩子的重新学习，而且，在教师更常采用以儿童为中心教学实践的课堂上，孩子们的自我监控更准确。这似乎意味着不仅指导内容本身，尤其是指导方式会影响孩子的元认知。
