Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers.
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| Title: | Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers. |
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| Authors: | Tzohar-Rozen, Meirav1 (AUTHOR), Waisel, Tali2 (AUTHOR) taliw@bezeqint.net, Shamir, Adina2 (AUTHOR) Adina.shamir@biu.ac.il |
| Source: | Metacognition & Learning. Dec2021, Vol. 16 Issue 3, p833-853. 21p. |
| Subject Terms: | *Learning disabilities, *Level of difficulty, *Learning, *Nonverbal ability, *Teacher evaluation, *Cognitive ability, *Verbal ability |
| Abstract: | Self-regulated learning (SRL) skills and their importance to the learning process have been examined in recent years among typically developed children aged three through seven years. The current study is, to the best of our knowledge, the first to investigate SRL among children at risk for specific learning disorders (SLD risk). The study has two main goals: to compare an SLD-risk group with a typically developing group of young children, aged 5.10 to 6.10, in their SRL skills and in the quality of execution of construction tasks and to examine the correlations between SRL skills, cognitive ability, and the quality of execution of construction tasks. A multi-method approach included cognitive ability (verbal and non-verbal) tests; online observation of metacognitive skills (monitoring, control, perseveration) during construction tasks; teacher rating of emotional, prosocial, cognitive, and motivational skills (CHILD questionnaire); and an indicator for the assessment of children's quality of execution scores in construction tasks. The findings indicate that children at risk for SLDs have specific difficulties in metacognition skills, expressed in poorer monitoring and control and greater perseveration behaviors; lower levels of emotional, prosocial, cognitive, and motivational skills; and poorer quality of execution of the construction task compared with that of the typically developing group. Furthermore, a correlation was found between children's verbal and non-verbal abilities, SRL skills, and quality of execution of the construction task. These findings deepen the understanding of specific difficulties in SRL skills for children at risk for SLDs and may contribute to the development of targeted intervention programs adapted to their specific needs. [ABSTRACT FROM AUTHOR] |
| Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153786191 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tzohar-Rozen%2C+Meirav%22">Tzohar-Rozen, Meirav</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Waisel%2C+Tali%22">Waisel, Tali</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> taliw@bezeqint.net</i><br /><searchLink fieldCode="AR" term="%22Shamir%2C+Adina%22">Shamir, Adina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Adina.shamir@biu.ac.il</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Dec2021, Vol. 16 Issue 3, p833-853. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Level+of+difficulty%22">Level of difficulty</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Nonverbal+ability%22">Nonverbal ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+ability%22">Verbal ability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Self-regulated learning (SRL) skills and their importance to the learning process have been examined in recent years among typically developed children aged three through seven years. The current study is, to the best of our knowledge, the first to investigate SRL among children at risk for specific learning disorders (SLD risk). The study has two main goals: to compare an SLD-risk group with a typically developing group of young children, aged 5.10 to 6.10, in their SRL skills and in the quality of execution of construction tasks and to examine the correlations between SRL skills, cognitive ability, and the quality of execution of construction tasks. A multi-method approach included cognitive ability (verbal and non-verbal) tests; online observation of metacognitive skills (monitoring, control, perseveration) during construction tasks; teacher rating of emotional, prosocial, cognitive, and motivational skills (CHILD questionnaire); and an indicator for the assessment of children's quality of execution scores in construction tasks. The findings indicate that children at risk for SLDs have specific difficulties in metacognition skills, expressed in poorer monitoring and control and greater perseveration behaviors; lower levels of emotional, prosocial, cognitive, and motivational skills; and poorer quality of execution of the construction task compared with that of the typically developing group. Furthermore, a correlation was found between children's verbal and non-verbal abilities, SRL skills, and quality of execution of the construction task. These findings deepen the understanding of specific difficulties in SRL skills for children at risk for SLDs and may contribute to the development of targeted intervention programs adapted to their specific needs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11409-021-09266-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 833 Subjects: – SubjectFull: Learning disabilities Type: general – SubjectFull: Level of difficulty Type: general – SubjectFull: Learning Type: general – SubjectFull: Nonverbal ability Type: general – SubjectFull: Teacher evaluation Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Verbal ability Type: general Titles: – TitleFull: Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tzohar-Rozen, Meirav – PersonEntity: Name: NameFull: Waisel, Tali – PersonEntity: Name: NameFull: Shamir, Adina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 15561623 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Metacognition & Learning Type: main |
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