Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2024-05-01 DOI:10.1016/j.lindif.2024.102456

Sog Yee Mok , Kathrin Lockl , Markus P. Neuenschwander

{"title":"Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions","authors":"Sog Yee Mok , Kathrin Lockl , Markus P. Neuenschwander","doi":"10.1016/j.lindif.2024.102456","DOIUrl":null,"url":null,"abstract":"<div><p>Teacher judgments of student achievement influence students' school transitions. Teachers not only evaluate student achievements but also other competencies, such as metacognitive knowledge. Therefore, students' metacognitive knowledge could affect teachers' school track recommendations. The aim of this study (<em>N</em> = 5870 elementary school students from the German National Educational Panel Study) was to explore the extent to which students' metacognitive knowledge influences teacher judgments, teacher school track recommendations, and students' transition to gymnasium. We employed a multilevel path model to test the effects of metacognitive knowledge on teacher judgments, school track recommendations, and students' transition to gymnasium. Moreover, we found that metacognitive knowledge has a significant indirect effect on school track recommendations and students' transition to gymnasium via teacher achievement judgments. The implications of these results for teacher education are discussed.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"112 ","pages":"Article 102456"},"PeriodicalIF":3.8000,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024000499/pdfft?md5=487fb0192c1c02d1dbc380fe433d71ba&pid=1-s2.0-S1041608024000499-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608024000499","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Teacher judgments of student achievement influence students' school transitions. Teachers not only evaluate student achievements but also other competencies, such as metacognitive knowledge. Therefore, students' metacognitive knowledge could affect teachers' school track recommendations. The aim of this study (N = 5870 elementary school students from the German National Educational Panel Study) was to explore the extent to which students' metacognitive knowledge influences teacher judgments, teacher school track recommendations, and students' transition to gymnasium. We employed a multilevel path model to test the effects of metacognitive knowledge on teacher judgments, school track recommendations, and students' transition to gymnasium. Moreover, we found that metacognitive knowledge has a significant indirect effect on school track recommendations and students' transition to gymnasium via teacher achievement judgments. The implications of these results for teacher education are discussed.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

小学生的元认知知识及其对教师判断、学校轨道建议和转学的影响

教师对学生成绩的判断会影响学生的学校过渡。教师不仅要评价学生的成绩，还要评价学生的其他能力，如元认知知识。因此，学生的元认知知识可能会影响教师的升学建议。本研究（N = 5870 名小学生，来自德国国家教育小组研究）旨在探讨学生的元认知知识在多大程度上影响教师的判断、教师的升学建议以及学生的体育升学。我们采用了多层次路径模型来检验元认知知识对教师判断、学校推荐和学生升入体校的影响。此外，我们还发现，元认知知识通过教师的成就判断对学校推荐和学生升入体校有显著的间接影响。我们讨论了这些结果对教师教育的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).