Naslov
Relation between self-assessment and performance measures of metacognition in reading during adolescence

Autori
Kolić-Vehovec, Svjetlana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
11th European Conference on Psychological Assessment / Renge, Viesturs - Riga : University of Latvia Press, 2011, 75-76

ISBN
978-9984-45-387-3

Skup
11th European Conference on Psychological Assessment

Mjesto i datum
Riga, Latvija, 31.08.2011. - 03.09.2011

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
metacognition; self-assessment;; performance measures; reading

Sažetak
Relation between self-assessment and performance measures of metacognition in reading was explored in several studies. The participants were students from 11- to 17-years old. The focus was placed on adolescence as a crucial period for the development of metacognition in the domain of reading comprehension. Different performance measures were used to assess comprehension monitoring during reading: detection of semantic and syntactic inconsistencies in sentence and text, as well as close-task. A Strategic reading questionnaire (Kolic-Vehovec & Bajsanski, 2001b) was applied as a self-assessment measure of students’ awareness of cognitive and metacognitive reading strategy use. Students’ reading comprehension was also assessed. The most performance measures of comprehension monitoring did not significantly correlate with measure of students’ awareness of cognitive and metacognitive reading strategy use until 14 years when all measures of comprehension monitoring moderately correlated with measure of students’ awareness of reading strategy use. Performance measures of metacognition in reading were moderately correlated with text comprehension in all students, while self-assessment measure was not significantly correlated with text comprehension until 14 years. The results indicated that metastrategic awareness has a somewhat slower development than comprehension monitoring, and therefore self-assessment measures of metacognition in reading did not become valid and consistent before later adolescence, while performance measures proved as good indicators of comprehension monitoring during whole period of adolescence.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

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