Relations Between Maternal Scaffolding and Preschoolers' Metacognitive Strategies in a Problem-Solving Situation

• In Event: Self-Regulated Learning Processes

Abstract

This study examines how mothers’ scaffolding behaviors (i.e., transfer of responsibility, cognitive support, scaffolding means) predict preschoolers’ metacognitive strategies (i.e., planning and monitoring). N=132 preschoolers participated with their mothers. Problem-solving tasks were solved in mother-child-interaction and independently. Mothers’ scaffolding behaviors were coded in mother-child-interaction. Children’s task performance and metacognitive strategies were coded during sole problem-solving. Path model analyses showed that planning was the strongest predictor of children’s task performance. Mothers’ cognitive support was negatively linked to children’s planning and task performance, whereas mothers’ transfer of responsibility positively predicted children’s planning, monitoring, and task performance. Mothers’ transfer of responsibility mediated the link between children’s executive functions and metacognitive strategies. The results highlight the relevance of metacognitive strategies and mothers’ scaffolding behaviors.

Authors

• Maren Stern, Heidelberg University

• Silke Hertel, Ruprecht-Karls-Universität Heidelberg