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Original scientific paper

Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions

Marcel V.J. Veenman ; Institute for Metacognition Research, Hillegom, The Netherlands
Rob D. Hesselink ; Honours Academy, Leiden University, The Netherlands
Shannon Sleeuwaegen ; Honours Academy, Leiden University, The Netherlands
Sophie I.E. Liem ; Honours Academy, Leiden University, The Netherlands
Marieke G.P. Van Haaren ; Honours Academy, Leiden University, The Netherlands

Fulltext: english, pdf (233 KB) pages 99-113 downloads: 1.835* cite
APA 6th Edition
Veenman, M.V.J., Hesselink, R.D., Sleeuwaegen, S., Liem, S.I.E. & Van Haaren, M.G.P. (2014). Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions. Psihologijske teme, 23 (1), 99-113. Retrieved from https://hrcak.srce.hr/120496
MLA 8th Edition
Veenman, Marcel V.J., et al. "Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions." Psihologijske teme, vol. 23, no. 1, 2014, pp. 99-113. https://hrcak.srce.hr/120496. Accessed 18 May 2021.
Chicago 17th Edition
Veenman, Marcel V.J., Rob D. Hesselink, Shannon Sleeuwaegen, Sophie I.E. Liem and Marieke G.P. Van Haaren. "Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions." Psihologijske teme 23, no. 1 (2014): 99-113. https://hrcak.srce.hr/120496
Harvard
Veenman, M.V.J., et al. (2014). 'Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions', Psihologijske teme, 23(1), pp. 99-113. Available at: https://hrcak.srce.hr/120496 (Accessed 18 May 2021)
Vancouver
Veenman MVJ, Hesselink RD, Sleeuwaegen S, Liem SIE, Van Haaren MGP. Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions. Psihologijske teme [Internet]. 2014 [cited 2021 May 18];23(1):99-113. Available from: https://hrcak.srce.hr/120496
IEEE
M.V.J. Veenman, R.D. Hesselink, S. Sleeuwaegen, S.I.E. Liem and M.G.P. Van Haaren, "Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions", Psihologijske teme, vol.23, no. 1, pp. 99-113, 2014. [Online]. Available: https://hrcak.srce.hr/120496. [Accessed: 18 May 2021]

Abstracts
Metacognitive skills regulate and control learning processes. A developmental study (Van der Stel & Veenman, 2014) revealed that metacognitive growth is interrupted at the age of 14-15 years, while metacognitive skills are generalized over tasks and domains at the same time. The present study seeks to confirm this pause or decline in metacognitive growth, however, with a gender-age interaction. Females are expected to run one year ahead of males in metacognitive development. Additionally, the usefulness of computer-logfile analysis as an unobtrusive method for assessing metacognitive development is investigated. A hundred and nineteen secondary-school students (66 male; 53 female) at the age of 13 to 16 years performed a computerized inductive-learning task. Traces of learner activities were stored in logfiles and automatically scored on metacognitive skills. Afterwards, participants completed a learning posttest. Results substantiate the expected gender-age interaction in the metacognition data. Females started low at 14 years, recovered at 15 years, and peaked at 16 years, whereas males started positive at 14 years, declined at 15 years, and recovered at 16 years. Posttest data show a significant effect of age with improved learning performance at 16 years. Implications for the study of metacognitive development are discussed.

Keywords
metacognitive skills; development; gender; logfile assessment

Hrčak ID: 120496

URI
https://hrcak.srce.hr/120496

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