Australian Journal of Education
Children’s use of meta-cognition in solving everyday problems : children’s monetary decision-making
Abstract
The purpose of this study was to understand how children use meta-cognition in their everyday problem-solving, particularly making monetary decisions. A particular focus was to identify components of meta-cognition, such as regulation of cognition and knowledge of cognition observed in children’s monetary decision-making process, the roles of meta-cognition in children’s monetary decision making process, and the emerging factors that help to explain children’s monetary decision-making processes. Data were collected from 136 mixed ability fifth-grade students (typically 10 years of age) from six different government primary schools in Singapore through focus group and one-to-one interviews. Using grounded theory, it was found that children’s monetary decision-making is a complex process, that children often reflect upon unwise decisions and unpleasant experiences, and that parental involvement was an influential factor in their children’s decision-making.
Recommended Citation
Lee, Chwee Beng; Koh, Noi Keng; Cai, Xin Le; and Quek, Choon Lang
(2012)
"Children’s use of meta-cognition in solving everyday problems : children’s monetary decision-making,"
Australian Journal of Education: Vol. 56:
Iss.
1, Article 3.
Available at:
https://research.acer.edu.au/aje/vol56/iss1/3
