Purpose of The Research
The aim of the study was to explore early metacognition through two developmental measures – declarative and procedural. Another goal of the study was to explore associations between executive function and motivation.
Research Methods Used
Metacognition was estimated using a metacognitive knowledge interview and a metacognitive skills observational ranking during a problem-solving puzzle assignment. Executive function was assessed with the Head Toes Knees Shoulder (HTKS) measure. The data obtained were systematized, interpreted and analyzed to obtain confirmation of the hypotheses put forward
Context of Research
Participants were 77 children ages 3 to 5 who were recruited from six classrooms at a College Lab School. All children passed two tests with a difference of 3-5 days (Marulis & Nelson, 2021). The first session focused on metacognitive processes and motivation. It included a metacognitive knowledge interview and a special Wedgits test developed for their research. The second session was aimed at studying executive function. The test process was videotaped to allow authors to carefully analyze children’s metacognitive skills using the MetaSCoPE observational tool. A language test was also conducted to distinguish metacognition from language skills.
Research Findings
The study reveals extensive evidence of metacognition even in children as young as three years. Declarative metacognitive knowledge of 3 to 5-year-old children was associated with their procedural metacognitive skills. The authors found evidence for declarative metacognitive knowledge, as the children scored nearly half of the possible points. Impressive results were also seen in procedural metacognitive skills in a video of 34 examples in 4 minutes related to building a conversation about problem-solving.
Conclusion
The researchers have proved that procedural and declarative metacognition is related to one another and to executive function and motivation, though to varying degrees. Metacognition positively predicts executive function and motivation. Metacognitive knowledge predicts executive function, and metacognitive skills predict motivation.
Credibility and reliability
The findings contribute to psychology and education by validating previous findings that metacognition develops far earlier than previously thought, as well as explaining and giving models for measuring early metacognition, executive function, and motivation. The limitations are that the study is based on a cross-sectional design, while a longitudinal design would provide more proper results.
Reflection
Metacognition is essential for learning and academic success. The research is valuable and professional. The findings advance psychology and education by supporting prior discoveries that metacognition develops far younger than previously thought, as well as explaining and providing models for evaluating early metacognition, executive function, and motivation.
Reference
Marulis, L. M., & Nelson, L. J. (2021). Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds. Metacognition and Learning, 16(1), 207-231. Web.