Monitoring and Regulation of Memory and Comprehension: Relations Between Elementary School Students' and Teachers' Metacognition

• In Event: Students' Self-Regulated Learning and Behavior

Abstract

To improve monitoring and regulation, children need support from teachers. In addition to estimating students’ performance, teachers also need to be able to estimate students’ metacognitive skills. It is yet unknown whether teachers can estimate how their pupils monitor and regulate learning. This study investigated the relation between children’s (2nd and 4th grade) and their teachers’ estimations of performance, monitoring, and regulation across two task types (memory and comprehension). Findings show that teachers were moderately able to estimate children’s performance and metacognitive monitoring; accuracy of teachers’ seems to depends on task type. It was especially difficult for teachers to estimate their students’ number of restudy selections, suggesting that teachers need support and training to acquire insight into students’ self-regulated learning.

Authors

• Claudia Roebers, University of Bern

• Mariette Van Loon, University of Bern