児童期における自己概念の形成とメタ認知

The purposes of the present study were to explore the characteristics of the self-concepts and the metacognition in childhood, and to compare the developmental differences of self-concepts and the metacognition between the school-children and the students. The results indicated that the self-concepts develop from the optimistic self-esteem to the self-consciousness for the transformation of self, and that metacognitive abilities develop in the factors of activities for understanding, activities of self-evaluation, and activities of self-learning. Also, the results indicated that the correlations between the self-concepts and the metacognition in the students were higher than the school-children. The implications of these results for providing help for the future instruction-learning studies in elementary school were discussed.