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Direct linkWang, Ming-Te; Binning, Kevin R.; Del Toro, Juan; Qin, Xu; Zepeda, Cristina D. – Child Development, 2021
Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11-15), metacognitive skills, interest, and…
Descriptors: Learner Engagement, Metacognition, Longitudinal Studies, Self Control
Danovitch, Judith H.; Fisher, Megan; Schroder, Hans; Hambrick, David Z.; Moser, Jason – Child Development, 2019
This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and…
Descriptors: Neurology, Physiology, Social Cognition, Self Evaluation (Individuals)
Bempechat, Janine; Li, Jin; Ronfard, Samuel – Child Development, 2018
This mixed-methods study of urban low-income, English-proficient Chinese American, second-generation 15-year-olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents' learning beliefs, self-regulated learning (SRL) behaviors, and academic achievement. Analysis of in-depth…
Descriptors: Chinese Americans, Socialization, Low Income, Metacognition
Kim, Young-Suk – Child Development, 2015
Using data from children in South Korea (N = 145, M[subscript age] = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening…
Descriptors: Multivariate Analysis, Predictor Variables, Listening Comprehension, Theory of Mind
Vanderbilt, Kimberly E.; Liu, David; Heyman, Gail D. – Child Development, 2011
Preschool-age children's reasoning about the reliability of deceptive sources was investigated. Ninety 3- to 5-year-olds watched several trials in which an informant gave advice about the location of a hidden sticker. Informants were either "helpers" who were happy to give correct advice, or "trickers" who were happy to give incorrect advice.…
Descriptors: Preschool Children, Inferences, Metacognition, Deception
Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J. – Child Development, 2011
Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated…
Descriptors: Minority Group Children, Adolescents, Anxiety, Latin Americans
