Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions

被引：0

作者：

Mok, Sog Yee ^{[1
]}

Lockl, Kathrin ^{[2
]}

Neuenschwander, Markus P. ^{[3
]}

机构：

[1] Univ Teacher Educ Grisons, Scalarastr 17, CH-7000 Chur, Switzerland

[2] Leibniz Inst Educ Trajectories, Bamberg, Germany

[3] Univ Appl Sci & Arts Northwestern Switzerland, Windisch, Switzerland

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2024年 / 112卷

关键词：

Metacognitive knowledge; Teacher judgments; School track recommendations; School transitions; DOMAIN-SPECIFIC KNOWLEDGE; SECONDARY-EDUCATION; ACHIEVEMENT; PERCEPTIONS; COMPETENCE; CHILDREN; PERFORMANCE; METAMEMORY; INEQUALITY; GENDER;

D O I：

10.1016/j.lindif.2024.102456

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Teacher judgments of student achievement influence students' school transitions. Teachers not only evaluate student achievements but also other competencies, such as metacognitive knowledge. Therefore, students' metacognitive knowledge could affect teachers' school track recommendations. The aim of this study (N = 5870 elementary school students from the German National Educational Panel Study) was to explore the extent to which students' metacognitive knowledge influences teacher judgments, teacher school track recommendations, and students' transition to gymnasium. We employed a multilevel path model to test the effects of metacognitive knowledge on teacher judgments, school track recommendations, and students' transition to gymnasium. Moreover, we found that metacognitive knowledge has a significant indirect effect on school track recommendations and students' transition to gymnasium via teacher achievement judgments. The implications of these results for teacher education are discussed.

引用

页数：12

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