Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (3): 305-312.doi: 10.16187/j.cnki.issn1001-4918.2021.03.01

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How Metacognitive Monitoring Influence WCST of Higher Graders in Primary School: The Moderating Role of Executive Function

MU Defang1, CHEN Yinghe2   

  1. 1. School of Law, Tianjin University of Commerce, Tianjin 300134;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2021-05-17

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Abstract: The present study examined the moderator role of metacognitive control and executive function in the effect of metacognitive monitoring on cognitive operation of Wisconsin Card Sorting Test. A total of 60 primary school students in grade 5 and 6 were employed, and were asked to make confidence judgment on each classification and choose whether to include the classification results in the total score. Reward score and improvement ratio in WCST were used to represent the performance of cognitive operation. The results showed that:(1) Executive function played as moderator of the association between metacognitive monitoring and functional outcome of cognitive operation; (2) When the executive function was poor, higher levels of metacognitive monitoring predicted better cognitive performance. The findings of the current study reveal that metacognitive monitoring is a kind of regulation and control ability related to motivation, which provides empirical support to clarify the relationship between metacognitive monitoring and executive function.

Key words: metacognitive monitoring, metacognitive control, executive function

CLC Number: 

  • B844
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