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ERIC Number: EJ984319
Record Type: Journal
Publication Date: 2012-Dec
Pages: 23
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-1556-1623
Executive Functioning, Metacognition, and Self-Perceived Competence in Elementary School Children: An Explorative Study on Their Interrelations and Their Role for School Achievement
Roebers, Claudia M.; Cimeli, Patrizia; Rothlisberger, Marianne; Neuenschwander, Regula
Metacognition and Learning, v7 n3 p151-173 Dec 2012
In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive functioning, academic self-concept, metacognitive monitoring and control, as well as their achievement in mathematics and literacy were evaluated. Structural equation modeling revealed that executive functioning was significantly related to metacognitive control, both cross-sectionally and longitudinally, and that self-concept was substantially associated with metacognitive monitoring, both cross-sectionally and longitudinally. Individual differences in executive functioning and metacognitive control were significantly related to academic outcomes, with metacognitive control appearing to yield a more circumscribed influence on academic outcomes (only literacy) compared to executive functioning (literacy and mathematics).
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A