Year: 2024
Type: article
Abstract: In the present study, we developed an unsolvable behavioral metacognitive task for kindergarten children. The task was designed to gain insight into how children's monitoring (e.g., checking the plan) and control behavior (e.g., seeking a piece) operate in a problem-solving task that mimics real-life scenarios. Five to six-year-old kindergarten children (N = 72) were asked to build a wooden snake according to a plan. The middle piece of the snake (fourth out of seven pieces) was missing, making the task unsolvable. Other than expected, metacognitive behavior was not related to teacher ratings of metacognitive self-regulation. However, we found age differences. Children in kindergarten year two (M = 5.85 years old) showed more control behavior than children in kindergarten year one (M = 5.05 years old). Surprisingly, we did not find age differences in monitoring behavior. Lastly, we found that metacognitive behavior differed between the solvable part (before the missing piece is reached) and the unsolvable part (after the missing piece is reached). Children showed more monitoring and less control behavior in the solvable intervals than in the unsolvable intervals. The current study contributes to the research methodology to capture metacognitive skills in action by introducing an unsolvable behavioral metacognitive task.
Authors: Florian Jonas Buehler, Niamh Oeri
Institution: University of Bern
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,125
OpenAlex ID: W4404121436