The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan

Dear Colleagues,

According to the literature, learners are self-regulated when they are cognitively, metacognitively, motivationally, and strategically active participants in their own learning. Motivation in learning has received research attention as one of the protective factors that fosters academic resilience and psychosocial adjustment across all levels of education. Using cognitive and metacognitive strategies helps students in terms of deep processing and gaining a better understanding of the learning material. These variables are especially important and rather less effective for students with learning disabilities, for whom motivation is of primary importance for learning involvement and achievement. Moreover, there is evidence that both motivation and the use of learning strategies were negatively affected in children and young adults as a result of the COVID-19 restrictions, particularly for children with learning disabilities.

The aim of this Special Issue is to bring together papers that approach motivation and cognitive and metacognitive strategies in learning from multiple theoretical perspectives. We welcome original research articles using quantitative and qualitative methodology, systematic literature reviews, and evidence-based interventions with samples across all levels of education. We seek to attract submission of original research articles and systematic reviews on topics covering, but not limited to: (1) motivation for learning across the life span, (2) cognitive and metacognitive strategies, (3) academic resilience, (4) psychosocial adjustment, (5) anxiety and stress, (6) learning disabilities and dyslexia.

I look forward to receiving your contributions.

Dr. Fotini Polychroni
Guest Editor

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• motivation for learning
• cognitive and metacognitive strategies
• academic resilience
• psychosocial adjustment
• anxiety and stress
• learning disabilities and dyslexia
• children and adolescents
• higher education students
• COVID-19

Title: Developmental Dynamics between Different Motivational Processes and Literacy Skills Across Languages Varying in Orthographic Depth
Authors: George Georgiou (University of Alberta), Tomohiro Inoue (The Chinese University of Hong Kong) and George Manolitsis (University of Crete)
Affiliation: George Georgiou (University of Alberta), Tomohiro Inoue (The Chinese University of Hong Kong) and George Manolitsis (University of Crete)
Abstract: Introduction: Motivational processes, such as children’s self-concept of ability (Katzir et al., 2008), interest (Carroll et al., 2019), and task-focused behavior (Georgiou et al., 2013) have been found to predict literacy acquisition in different languages. However, previous studies have at least two limitations: First, it remains unclear what the direction of this relationship is. Do earlier motivational processes predict future literacy skills or do earlier literacy skills predict future motivational processes? Second, it remains unclear if orthographic depth plays a role in these relations. Earlier studies have suggested that motivation may be more important in languages such as English that have an opaque orthography than in languages like Finnish or Greek that have a transparent orthography. Despite evidence showing that orthographic depth may impact the cognitive basis of reading development (e.g., Georgiou et al., 2012; McBride-Chang et al., 2005), there is still paucity of research examining whether orthographic depth also modulates the relations between motivation and literacy skills. Thus, the purpose of this longitudinal study was to examine the developmental dynamics of three aspects of motivational processes (academic self-concept, reading interest, and task-focused behavior) in reading and spelling development in English and Greek. Method: One hundred and seventy English-speaking Canadian children and 230 Greek children were tested three times (end of Grade 1 [Time 1], beginning of Grade 2 [Time 2] and end of Grade 2 [Time 3]) on reading accuracy, reading fluency, and spelling dictation. Children also reported their self concept in reading and spelling as well as their reading interest. Finally, their teachers rated their task focused behavior. Results: Results of cross-lagged analyses showed first that there were reciprocal relations between reading accuracy and spelling dictation with task focused behavior in English. Time 1 reading or spelling predicted task focused behavior at Time 2, which then predicted reading/spelling at Time 3. The pattern was also found between task focused behavior and spelling in Greek. Second, Time 1 reading/spelling predicted Time 2 self concept in both languages, but Time 2 self concept did not predict future reading/spelling. Third, reading interest was unrelated to reading/spelling in both languages. Conclusion: These findings suggest first that not all motivational processes are important for reading/spelling and reciprocal relations were observed only with task focused behavior. In addition, orthographic depth did not seem to moderate these relations.

Title: Changes in teachers’ resilience, self-efficacy and students’ psychosocial adjustment: Implementation of a mental health program during Covid-19
Authors: Maria S. Poulouˡ, Ilaria Grazzani², Valeria Cavioni³, Carmel Cefai4, Liberato Camilleri4
Affiliation: ˡDepartment of Educational Sciences and Early Childhood Education, University of Patras, Greece ²Department of Human Sciences for Education, University of Milano-Bicocca, Italy ³Department of Social Sciences, University of Foggia, Foggia, Italy. 4Department of Psychology, University of Malta, Malta.
Abstract: Background. Children and youth with more Social and Emotional Learning (SEL) skills tend to be more socially adjusted and have a lower risk of adulthood psychopathology. Based on this axiom, school-based programs have exclusively focused on promoting students’ mental health, with paucity of research examining teachers’ own social and emotional competences. There is potential for teachers to also benefit from implementing SEL programs either these programs are initially developed for students’ social and emotional competences or directly address teachers’ social and emotional competences. Teachers require skills to navigate in the uncertainty and complexity of teaching profession. Resilience and self-efficacy beliefs are some of the resources found to protect teachers with challenging situations, leading to positive teacher-student relationships and students’ mental health. Aims. Current study aimed to address changes in teachers’ perceptions of their own resilience and self-efficacy and their students’ social and emotional competences and emotional and behavioral difficulties, following a school-based program for Promoting Mental Health at Schools (PROMEHS), developed for both students and teachers’ promotion of mental health at schools, during Covid-19. Results. Participants of the study were 152 in-service preschool, primary and secondary teachers from Achaia prefecture, along with 423 students, divided in experimental and control groups. Teachers completed the Ohio State Teacher Efficacy Scale (OSTES), the Connor Davidson Resilience Scale (DC-RISK, 10) self-report measures and the Social Skills Improvement System (SSIS SEL brief scales), and the Strengths and Difficulties Questionnaire (SDQ) for their students. Conclusions. The study revealed changes on teachers’ self-efficacy and resilience and students’ social and emotional competences and difficulties. Our findings add to the growing empirical evidence that school-based interventions could promote both students’ and teachers’ mental health. Key words: mental health promotion, social and emotional competences, resilience; self-efficacy

Title: An intervention for developing elementary school students’ self-regulation skills in reading comprehension
Authors: Irini Dermitzaki
Affiliation: University of Thessaly
Abstract: It has been maintained that students’ self-regulation skills are beneficial for reading comprehension (RC) process and respective attainments. The aim of the present study was to implement and evaluate the effectiveness of a self-regulation training program for upper elementary school students. One hundred and nine students (60 girls) from 5th and 6th grade were randomly assigned to an experimental (EG) and a control group (CG). The EG (n=53) took an intervention program aiming at fostering students’ cognitive and metacognitive strategies to regulate their learning with a focus on RC. Before and after the intervention, students’ reported use of strategies for RC, performance in RC, and self-efficacy regarding RC were assessed. The analyses of the data showed that, after the intervention, the EG’s reported strategy use and RC performance were significantly improved in comparison to the CG. However, students’ self-efficacy regarding RC was not significantly improved for either group. In order to increase students’ self-efficacy for RC longer term students’ training and improvements might be needed. A follow-up three months after the end of the intervention attested for maintenance of the core elements of the intervention program. The intervention study and its effects are discussed within the socio-cognitive approach of self-regulated learning. Key words: reading comprehension, self-regulated learning, metacognitive skills, self-efficacy in reading comprehension

Title: Social understanding and friendships in children with Attention Deficit/Hyperactivity Disorder or Dyslexia
Authors: Sofia Kouvava1, Katerina Antonopoulou1, Constantinos M. Kokkinos2, Ioanna Voulgaridou3 & Asimina M. Ralli4
Affiliation: 1Department of Economics and Sustainable Development, Harokopio University of Athens, Greece, 2Department of Primary Education, Democritus University of Thrace, Greece, 3School of Humanities, Hellenic Open University, Greece, 4Department of Psychology, National and Kapodistrian University of Athens, Greece.
Abstract: It has been proposed that the development of children's social understanding relies upon their experience of the world as well as ‘communicative interaction with others about their experience and beliefs’. Increased opportunity to engage in cooperative social interaction, such as friendships, can foster the development of social understanding. Children with Attention Deficit/Hyperactivity Disorder (ADHD) and dyslexia often have a smaller circle of friends, particularly in school settings, and they may find it challenging to maintain stable, high-quality friendships. The aim of the present study was, therefore, to examine possible relationships and differences in social understanding and friendship stability, quantity, and quality among children with ADHD, dyslexia and neurotypical development (ND). One hundred and ninety-two children (64 in each group) (Mage=9.77, sd=1.22) attending primary schools in Attica, Greece, participated in the study. Second-order and advanced theory of mind (ToM) tasks, the Bryant’s Index of Empathy for children and adolescents, the Friendship Quality Questionnaire and two questions about friendship stability and number of friends were administered to all participants individually. No differences were found in perceived empathy among the three groups of children. Additionally, the ADHD and the dyslexia groups did not differ in the second-order ToM tasks and the friendship conflict betrayal subscale. In all other examined variables, there were significant differences among the three groups of children. ADHD children scored significantly lower than children with dyslexia, who in turn, scored significantly lower than the children with ND. Stepwise regression analyses controlling for learning disability status, gender and age showed that ToM and perceived empathy predict friendship quality characteristics, friendship stability and number of friends in all groups of children. As little research has been focused so far on the importance of social understanding in the stability and qualitative characteristics of the friendships of children with and without ND, the findings of the present study contribute to a better understanding of children’s friendship relationships, and can inform parents and professionals involved in children’s education, provision and mental health care. Keywords: Theory of Mind, Empathy, Friendship Stability and Quality, ADHD, Dyslexia