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Originalia

Entwicklung und wechselseitige Effekte von metakognitiven und bereichsspezifischen Wissenskomponenten in der Sekundarstufe

Published Online:January 19, 2012https://doi.org/10.1026/0033-3042/a000106

Abstract

Zusammenfassung. Gegenstand des Beitrags sind die bislang kaum untersuchten Entwicklungsverläufe und das Zusammenwirken von metakognitivem und von bereichsspezifischem Wissen bezogen auf die Leistungsbereiche Deutsch/Lesen und Englisch in den Klassenstufen 5 und 6 der Sekundarstufe. Die hier berichteten Analysen stammen aus einer Teilstichprobe (N = 853) einer im Rahmen des DFG-Schwerpunktprogrammes „Kompetenzmodelle” geförderten Längsschnittuntersuchung zur Entwicklung von Wissenskomponenten (EWIKO). Zur Erfassung des bereichsspezifischen Wissens (Schulleistungen) und des metakognitiven Wissens in den Leistungsbereichen Deutsch/Lesen und Englisch wurden eigene Verfahren konstruiert und pilotiert. Im Beitrag gehen wir zunächst der Frage nach, ob und in welchem Maße es zu Wissenszuwächsen im metakognitiven Wissen und in den Leistungen über einen Zeitraum von 16 Monaten (2 Messzeitpunkte) kommt und inwiefern diese Veränderungen dabei in Abhängigkeit von der besuchten Schulform variieren. Sowohl für die Leistungen als für das metakognitive Wissen zeigen Differenzscore-Modelle bedeutsame Zuwächse, die für den Leistungsbereich Englisch auch in Abhängigkeit von der Schulform variieren. Das zweite Ziel der längsschnittlichen Analysen besteht darin, den relativen Einfluss der bereichsspezifischen Ausgangsleistung und des metakognitiven Wissens auf die spätere Leistungen (Lesekompetenz im Leistungsbereich Deutsch/Lesen und Sprachverstehen im Bereich Englisch) zu untersuchen. Mittels Cross-Lagged-Panel-Analysen konnte u.a. die Annahme bestätigt werden, dass sowohl inter-individuelle Unterschiede als auch intra-individuelle Leistungsentwicklungen in beiden Leistungsbereichen zu bedeutsamen Anteilen durch das metakognitive Wissen der Schülerinnen und Schüler erklärt werden können. Abschließend werden theoretische und praktische Implikationen dieser Befunde diskutiert.


Development and reciprocal effects of metacognitive and domain specific knowledge components in secondary school

Abstract. This paper deals with developmental trends in the achievements of German secondary school students in the subjects German and English, and the interplay between domain-specific knowledge and metacognitive knowledge in producing achievement gains between the beginning of Grade 5 and the middle of Grade 6. To explore this relationship, longitudinal data were collected from 918 Bavarian students participating in the project EWIKO (supported by the German Research Foundation). Academic achievement in the subject of areas of German and English, indicating domain-specific knowledge, and metacognitive knowledge was assessed using instruments developed for this study. The first goal of the study was to find out whether achievement gains in German and English as well as those in metacognitive knowledge would depend on the educational track the students attended during the time of the study (i.e., 16 months). Statistical analyses based on difference-score models revealed substantial gains in both domains, with only the gains in the domain of English showing different trends as a result of educational track. A second major goal was to explore the relative impact of initial domain-specific knowledge and metacognitive knowledge on subsequent achievement in the subject areas of German and English. Results of cross-lagged panel analyses showed that developmental achievement changes could be significantly predicted by individual differences in metacognitive knowledge. Theoretical and practical implications of these findings are discussed.

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