Abstract
The main objective of this study is to identify the development of students’ self-reported use of metacognitive learning strategies during high school. Therefore, the study analyses the differential development patterns of 1,432 students, between grade 10 and 12, in a longitudinal sample. The results suggest that, from a global perspective, there is no development of students’ self-reported use of metacognitive learning strategies during high school. The expected gender-specific differences in favour of female students are replicated in this sample. However, the self-reported use of monitoring and evaluation strategies tends to converge between genders during high school, whereas the differences in the self-reported use of planning strategies remain stable. The consequences for the understanding of metacognitive development are discussed.
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