Comparing Metacognitive Monitoring Between Native and Non-native Speaking Primary School Students

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Cognitive Processes

Abstract

Metacognitive monitoring is an important predictor of academic achievement and is assumed to be related to language competences. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring between native and non-native speaking fourth graders (~10 years olds) in two studies. In Study 1, we matched 30 native and 30 non-native speakers and assessed their monitoring in the context of a paired-associates task, including a recognition test and confidence judgements. Study 1 revealed that recognition and metacognitive monitoring did not differ between native and non-native speaking children. In Study 2, we matched 36 native and 36 non-native speakers and assessed their monitoring with the same paired-associates task. Additionally, we included a text comprehension task with open-ended questions and confidence judgments. We replicated the findings of Study 1, suggesting that recognition and metacognitive monitoring does not necessarily differ between native and non-native speakers. However, native speaking students answered more open-ended questions correctly than non-native speaking students did. Nevertheless, the two groups did not differ in monitoring of their answers to open-ended questions. Our results indicate that native and non-native speaking children may monitor equally well, independent of task performance and characteristics. In conclusion, deficits in metacognitive monitoring may not be the primary source of the academic performance differences between native and non-native speaking students.

Authors

• Florian Jonas Buehler, Universität Bern
  Presenting Author

• Mariëtte H. Van Loon, University of Bern
  Non-Presenting Author

• Natalie Bayard, Institut für Psychologie
  Non-Presenting Author

• Martina Steiner, Institut für Psychologie
  Non-Presenting Author

• Claudia M. Roebers, University of Bern
  Non-Presenting Author