Opolnomočenje nadzornikov za odgovorno raziskovalno ravnanje pri nadzoru prek spletnega tečaja: pilotna študija

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with 3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences. (DIPF/Orig.

Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance

It is unknown how multiple components of on-task regulation of learning affect task performance in school children. This research aimed to acquire insights into the interrelations between children’s metacognitive monitoring, regulation of learning, and task performance. Three components of on-task regulation of learning were investigated: allocation of study time, restudy selections, and task persistence. Children learned concepts with their definitions. In Study 1, 104 sixth graders (Mage 12 years) participated; Study 2 consisted of 97 fourth graders (Mage 10 years). For both age groups, task persistence was a strong predictor of performance. For sixth but not for fourth graders, monitoring accuracy affected performance. Findings indicate that, when aiming to improve regulation of learning and task performance in elementary school, student age is a relevant factor to consider. Around the age of 10, regulation affects learning performance, whereas the effects of self-monitoring accuracy on performance seem apparent when children are approximately 12 years of age

The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor.

It has been debated whether children's metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific. Moreover, findings about the extent to which metacognitive processes are related to first-order task performance are mixed. The current study aimed to uncover the relationships among children's monitoring (discrimination between correct and incorrect responses), control (accurate withdrawal of wrong answers), and performance across three memory-based learning tasks: Kanji learning, text comprehension, and secret code learning. All tasks consisted of a study phase, a test phase, monitoring (confidence judgments), and control (maintaining/withdrawing responses). Participants were 325 children (151 second graders [Mage = 8.12 years] and 174 fourth graders [Mage = 10.20 years]). Confirmatory factor analyses showed that a model in which monitoring and control loaded on a joint factor and performance on a separate factor provided the best fit to the data. Fourth graders had better monitoring and control accuracy than second graders. However, the factor structure of metacognition was similar for both age groups, contradictory to the assumption that metacognition generalizes across tasks as children grow older. After accounting for task-specific processes, monitoring and control skills for language-based memory tasks appear to be generalizable in middle childhood. In sum, children's monitoring and control for three separate memory tasks appear to reflect a unitary metacognition-for-memory factor related to, but distinguishable from, performance

The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments

The present study investigated age-related development in children's metacognitive self-monitoring skills; eight-year-olds (N = 140) and ten-year-olds (N = 164) were compared. Children learned paired associates and completed a recognition test. Two types of monitoring judgments were compared: predictions and postdictions of performance. To investigate the rank-order stability of monitoring judgments, the task was repeated one year later. Prediction accuracy was low for both age groups and did not improve over time. Postdictions were more accurate than predictions; this indicates that self-test experiences support children to take actual performance into account when monitoring learning. For the second graders, postdiction accuracy improved over one year. Annual rank-order stability was found for predictions and postdictions, suggesting that habitual judgment tendencies affect children's monitoring judgments and judgment accuracy

Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school

Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning. The present study aimed to acquire insights into how teachers’ cognitive and metacognitive strategy instruction, as well as teacher-directed and child-centered instructional practices are related to children’s self-monitoring accuracy, regulation of study, and learning performance. Twenty-one teachers and 308 children (2nd and 4th grade elementary school) participated. Teachers instructed a secret code task, children had to learn the match between letters of the alphabet and corresponding symbols. Teachers were observed and audio-recordings were made of their instructions. Then, children were asked to (a) make restudy selections, (b) complete a test, and (c) self-monitor test performance. Although teachers both addressed cognitive and metacognitive strategies, they more often instructed children about cognitive strategies. Further, teaching practices were more often teacher-directed than child-centered. Although there were no relations between teachers’ instructions for metacognitive strategies and children’s outcome measures, teaching cognitive strategies was positively associated with children’s performance and selfmonitoring accuracy. However, teaching cognitive strategies did not predict effective restudy selections. Rather, child-centered instructions (i.e., giving children autonomy to regulate their own learning) positively predicted children’s restudy, and further, children’s self-monitoring was more accurate in classrooms where teachers more often used childcentered instructional practices. This seems to imply that not only the content of the instructions itself, but particularly the way these are given, affects children’s metacognition

Judging own and peer performance when using feedback in elementary school

Children find it challenging to self-monitor the quality of their own test responses, and are typically overconfident. Inaccurate self-monitoring may not only be due to a metacognitive deficit, but also to self-protective biases. Therefore, monitoring peer performance and detecting others' errors may be easier than monitoring oneself. This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took a test, and then scored their own responses and the responses of one of their peers with use of feedback standards. Error detection was better for peer- than for self-score judgments. Further, monitoring was more accurate for older than younger children, and inaccurate prior knowledge led to less accurate peer and self-judgments. Findings imply that, when implementing co-scoring activities, it is important to be aware that its accuracy is affected by children's age and prior knowledge

Empowering Supervisors Towards Responsible Research Conduct in Supervision via an Online Course: A Pilot Study

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with 3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences

Judging own and peer performance when using feedback in elementary school

Children find it challenging to self-monitor the quality of their own test responses, and are typically overconfident. Inaccurate self-monitoring may not only be due to a metacognitive deficit, but also to self-protective biases. Therefore, monitoring peer performance and detecting others' errors may be easier than monitoring oneself. This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took a test, and then scored their own responses and the responses of one of their peers with use of feedback standards. Error detection was better for peer- than for self-score judgments. Further, monitoring was more accurate for older than younger children, and inaccurate prior knowledge led to less accurate peer and self-judgments. Findings imply that, when implementing co-scoring activities, it is important to be aware that its accuracy is affected by children's age and prior knowledge

Using feedback to improve monitoring judgment accuracy in kindergarten children

Recognizing errors is challenging for children. In the educational context, inaccurate self-monitoring and a lack of error recognition can hinder learning and successful preparation for elementary school. This study aimed to investigate whether kindergartners’ monitoring accuracy can benefit from feedback, by investigating effects of performance feedback (PF) and calibration feedback (CF), combining feedback on performance with feedback on monitoring. Kindergartners (ages five and six, n = 105) were assigned to either a PF, CF, or no-feedback (NF) control group. They completed analogical reasoning tasks, and then monitored performance by indicating (a) whether responses for each task item were correct or incorrect, and (b) by making global self-reward judgments for performance on the entire task. Moreover, working memory (WM) was assessed to investigate individual differences in the ability to process feedback. Children were overconfident; they overlooked most of their errors and gave themselves inappropriately high rewards for performance. Although both PF and CF improved error monitoring, CF had more beneficial effects than PF on monitoring accuracy. In contrast, concerning self-rewarding, PF was most beneficial. The finding that only children with high WM optimally benefitted from CF implies that WM moderates feedback processing. CF may not be equally effective for all kindergartners. Feedback that only addresses performance may be easier to process, and therefore more suitable

Using Feedback to Support Children when Monitoring and Controlling Their Learning

Children’s monitoring of learning is often inaccurate, and subsequent control of learning ineffective, making research on potential effects of feedback on metacognition very relevant. This chapter gives an overview of research on effects of feedback on metacognition in kindergarten and elementary school. We first introduce how feedback may affect learning and metacognition, by using Efklides’ models on metacognition and self-regulated learning. Further, because children’s ability to process feedback seems to depend on their cognitive and metacognitive development, we discuss how the content of the feedback message could be developmentally appropriate, such that it matches children’s cognitive development. We then address research findings on effects of teachers’ feedback, internal task feedback, and peer feedback on children’s metacognition. Finally, the chapter describes open questions and directions for future research