Metacognition contributes significantly to student learning and achievement and intervention studies have shown that children’s metacognitive skills can be enhanced. Promoting metacognitive skills in pre- or elementary school seems to be particularly beneficial as it may set children on a positive learning trajectory. But how can children best be supported in developing these skills?
Researchers at University of Tübingen conducted a meta-analysis on metacognition interventions for young children on outcomes related to self-regulated learning, academic achievement and, for the first time, executive functions. Their research was published in Metacognition and Learning.
Immediate and Long-Term Benefits
The researchers found that the metacognition interventions immediately improved self-regulation, academic outcomes and executive functions. In addition to examining the immediate impact, the researchers reviewed longer-term effectiveness.
Interestingly, metacognition interventions seemed to have a significant impact on self-efficacy outcomes at follow-up even though there was no immediate effect. Researchers suggest this could be due to students observing improvements in their performance and becoming more confident after extended practice applying metacognitive strategies.
StepUp Note
Research shows that metacognitive learning is an important predictor of academic performance. NeuroNet Learning gives children a chance to practice many metacognitive skills, including planning (start on time, keep going, stop); adapting their movement patterns (self-evaluation); monitoring their progress (hard exercises become easier with practice), and feeling good about their achievement (earning puzzle badges).
Note by Nancy W. Rowe, M.S., CCC/A
Research published in Metacognition and Learning