The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments

Abstract

The present study investigated age-related development in children's metacognitive self-monitoring skills; eight-year-olds (N = 140) and ten-year-olds (N = 164) were compared. Children learned paired associates and completed a recognition test. Two types of monitoring judgments were compared: predictions and postdictions of performance. To investigate the rank-order stability of monitoring judgments, the task was repeated one year later. Prediction accuracy was low for both age groups and did not improve over time. Postdictions were more accurate than predictions; this indicates that self-test experiences support children to take actual performance into account when monitoring learning. For the second graders, postdiction accuracy improved over one year. Annual rank-order stability was found for predictions and postdictions, suggesting that habitual judgment tendencies affect children's monitoring judgments and judgment accuracy.