Toplak, Maggie E.Butterfield, Kaitlyn Marie2022-12-142022-12-142022-07-252022-12-14http://hdl.handle.net/10315/40684Metacognitive ratings of effort are typically assessed by asking participants to indicate their mental effort on a performance-based task. Executive functions enable problem solving and goal attainment. Historically, EFs have been assessed using performance-based measures and rating scales. Research has shown a lack of association between these two methods. One framework used to understand this difference is the structure provided on performance-based measures and not provided on rating scales. This study investigated the role of structure by examining a novel Unstructured Performance-based Task (UPT-2) and metacognitive ratings of effort. Ninety-eight children between the ages of five and 11 years (M = 9.33, SD = 1.75, 47 females) from an independent school were recruited in Fall 2018. Significant associations emerged between the UPT-2, EF tasks and ratings, academic abilities, and metacognitive ratings of effort. The rating of effort required emerged as a predictor of performance on the UPT-2. Results suggest the UPT- 2 may be a promising measure to assess EF-related difficulties and provide an understanding of children’s behaviors in unstructured environments. Further, these findings consider the importance of specific reference points in rating scales. Finally, developmental sensitivity must be considered in future UPT-2 research to better understand the contribution of metacognitive ratings of effort and performance on an unstructured task.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Clinical psychologyElectronic Thesis or Dissertation2022-12-14Unstructured performance-based taskExecutive functionSelf-directionAcademic abilitiesMetacognitionMetacognitive ratings of effortCognitive effortPerformance-based tasks of executive functionRating scales of executive function