Metacognitive Monitoring In Academic Learning During Childhood: Domain-specific Or Domain-general? - Info and Reading Options

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The main focus of this study is the development of metacognitive monitoring in academic learning during primary school. More specifically, this study aims to examine the transition from domain-specific to domain-general metacognitive monitoring processes during primary school by studying metacognitive monitoring in multiple domains across different grades of primary school. Metacognition can be described as knowledge about your own knowledge (Flavell, 1979). An important element of metacognition is procedural metacognition, which allows individuals to notice their errors (metacognitive monitoring) and adapt their behaviour accordingly (metacognitive control). Metacognitive monitoring or, in other words, the subjective self-assessment of performance (Bellon et al., 2020), can be a critical factor in understanding self-regulated learning and cognitive development in general. In educational research, metacognitive monitoring has consistently been found to be an effective predictor of academic achievement in several domains, even after taking into account other strong predictors such as intellectual ability (e.g. Bellon et al., 2020; Ohtani & Hisasaka, 2018). Metacognitive monitoring has been studied across tasks in many domains, ranging from perceptual tasks (e.g., Baer, 2021) to spelling (e.g. Bellon et al., 2020). One question that has been frequently raised in recent years is whether metacognitive skills reflect a domain-general processes or if they reflect metacognitive processes specific to the domain that is studied. One way of answering this question is to test whether measures of metacognitive monitoring in different cognitive domains are positively correlated. If metacognitive monitoring is determined by domain-general mechanisms, then metacognitive monitoring should be related across distinct tasks (Baer, 2021). In adulthood, there is accumulating evidence that at metacognitive monitoring relies on some domain-general processes (e.g. Lehmann et al., 2022; Mazancieux et al., 2020; Meunnier-Duperray et al., 2025; Xie et al., 2024). In childhood, however, the evidence is mixed. One possible explanation for this disparity is that there is a shift from domain-specific to more domain-general metacognitive monitoring during primary school. The question remains, however, when exactly during primary school does metacognitive monitoring become more domain-general. The aim of this project is to answer this question by assessing metacognitive monitoring in multiple domains across different grades of primary school, more specifically in grade 2 (ages 7 to 8) and grade 4 (ages 9 to 10). Children’s metacognitive monitoring is measured in three different domains (arithmetic, spelling, and abstract reasoning), along with their general performance in those same three domains.

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