Performance prediction in young children: Effects of skill, metacognition and wishful thinking

Abstract

Research on children's performance expectations has repeatedly shown that preschoolers and kindergarten children typically overestimate their own performance across a wide range of contexts. In this study, two experiments were carried out with 4‐ and 6‐year‐old children to assess the impact of familiarity with the task, memory monitoring, and wishful thinking on children's performance predictions. Results showed that overpredictions were rather due to wishful thinking than to poor metacognition, and that overpredictions were more frequent in unfamiliar as compared to familiar task settings.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 165 citations exist upstream.