期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2019
卷号：11
期号：5
页码：449-459
DOI：10.26822/iejee.2019553341
出版社：International Electronic Journal of Elementary Education
摘要：Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several
authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will
create the conditions for promoting metacognitive activities at an early stage. The development of these activities at this age is influenced by
several contextual factors, such as home or school environments. Essential caregivers exert a strong influence in terms of the development of
metacognitive abilities. In view of this above 137 children participated in an intervention study aiming to improve metacognitive skills, along
with their important caregivers such as parents and kindergarten teachers. Training concepts were designed that combined different kinds
of interventions: a direct age-appropriate training of the preschoolers and two indirect interventions catered to parents and kindergarten
teachers. The aim of this study was to analyze which training condition is more effective in improving metacognitive skills. We assumed that
preschoolers who are consistently supported in their self-regulated learning in kindergarten and at home would benefit the most. Based on our
data, we could partly confirm this hypothesis.
关键词：Self-Regulated Learning; Metacognition; Monitoring; Control; Preschool Age
