Interventions to improve metacognition for children and adolescents
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Date
2023
Authors
Smith, L.
Gabriel, F.
Terauds, V.
Fowler, S.
Brinkman, S.
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Report
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Abstract
Intervention studies have shown that children’s metacognitive knowledge and strategies can be improved (Dignath, Büttner, and Langfeldt 2008). Consequently, there has been a growing focus on metacognition, with researchers, educators and policymakers all striving to uncover the most effective ways to best support children’s metacognitive learning (Quigley, Muijs, and Stringer 2018). The prospect of developing metacognitive skills in primary and secondary years holds significant promise, as it can potentially establish a strong foundation for lifelong learning.
This report was prepared at the request of the Department for Education, Government of South Australia, to examine the evidence around interventions designed to improve metacognition in primary and secondary education. In this rapid review, we investigated whether the effectiveness of metacognition interventions is moderated by the age of the children involved, as well as other context-related factors, including the nature and duration of the intervention, the individuals delivering it and its practicality.