Advanced search
2 files | 838.05 KB

Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders

Elke Baten (UGent) and Annemie Desoete (UGent)
(2019) ZDM-MATHEMATICS EDUCATION. 51(4). p.679-689
Author
Organization
Abstract
The role of metacognitive postdiction accuracy and autonomous and controlled motivation in mathematics was explored in elementary school children (n=208) within two perspectives, related to sample characteristics. A first study was set up in a population-based cohort. A second study was set up with children with and without a documented mathematical disability. Both studies revealed a concurrent relation between the metacognitive postdiction skills of children and their mathematical accuracy and speed, leading to the practical recommendation that teachers should pay attention to the accuracy of self-judgments of children. In addition, controlled motivation was negatively related to the speed and accuracy in study 2. Children with mathematical learning disabilities (MLD) differed from peers without mathematical learning disabilities on postdiction accuracy and autonomous motivation. However, they did not differ significantly on controlled motivation, suggesting the importance of differentiating between controlled and autonomous motivation when analyzing motivation in mathematics education.
Keywords
SELF-DETERMINATION, ACHIEVEMENT, SKILLS, STUDENTS, MATH, PERFORMANCE, CALIBRATION, PREDICTORS, PERSPECTIVE, COMPETENCE, Calculation accuracy, Fact retrieval speed, Metacognitive postdiction, accuracy, Self-judgment, Autonomous motivation, Controlled motivation, Mathematical learning disabilities

Downloads

  • (...).pdf
    • full text
    • |
    • UGent only
    • |
    • PDF
    • |
    • 834.84 KB
  • dsfs metacognition and motivation in school-aged children with and without 1 .txt
    • data factsheet
    • |
    • open access
    • |
    • Text
    • |
    • 3.21 KB

Citation

Please use this url to cite or link to this publication:

Chicago
Baten, Elke, and Annemie Desoete. 2019. “Metacognition and Motivation in School-aged Children with and Without Mathematical Learning Disabilities in Flanders.” Zdm-mathematics Education 51 (4): 679–689.
APA
Baten, E., & Desoete, A. (2019). Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders. ZDM-MATHEMATICS EDUCATION, 51(4), 679–689.
Vancouver
1.
Baten E, Desoete A. Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders. ZDM-MATHEMATICS EDUCATION. Heidelberg: Springer Heidelberg; 2019;51(4):679–89.
MLA
Baten, Elke, and Annemie Desoete. “Metacognition and Motivation in School-aged Children with and Without Mathematical Learning Disabilities in Flanders.” ZDM-MATHEMATICS EDUCATION 51.4 (2019): 679–689. Print.
@article{8624476,
  abstract     = {The role of metacognitive postdiction accuracy and autonomous and controlled motivation in mathematics was explored in elementary school children (n=208) within two perspectives, related to sample characteristics. A first study was set up in a population-based cohort. A second study was set up with children with and without a documented mathematical disability. Both studies revealed a concurrent relation between the metacognitive postdiction skills of children and their mathematical accuracy and speed, leading to the practical recommendation that teachers should pay attention to the accuracy of self-judgments of children. In addition, controlled motivation was negatively related to the speed and accuracy in study 2. Children with mathematical learning disabilities (MLD) differed from peers without mathematical learning disabilities on postdiction accuracy and autonomous motivation. However, they did not differ significantly on controlled motivation, suggesting the importance of differentiating between controlled and autonomous motivation when analyzing motivation in mathematics education.},
  author       = {Baten, Elke and Desoete, Annemie},
  issn         = {1863-9690},
  journal      = {ZDM-MATHEMATICS EDUCATION},
  keywords     = {SELF-DETERMINATION,ACHIEVEMENT,SKILLS,STUDENTS,MATH,PERFORMANCE,CALIBRATION,PREDICTORS,PERSPECTIVE,COMPETENCE,Calculation accuracy,Fact retrieval speed,Metacognitive postdiction,accuracy,Self-judgment,Autonomous motivation,Controlled motivation,Mathematical learning disabilities},
  language     = {eng},
  number       = {4},
  pages        = {679--689},
  publisher    = {Springer Heidelberg},
  title        = {Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders},
  url          = {http://dx.doi.org/10.1007/s11858-018-01024-6},
  volume       = {51},
  year         = {2019},
}

Altmetric
View in Altmetric
Web of Science
Times cited: