Influenced by the epidemic and the rapid popularization of smart devices, media multitasking has become increasingly common in people’s lives and has attracted the attention of researchers, particularly among adolescents who are native to the digital era. However, previous studies have focused primarily on the relationship between multitasking and general cognitive functions, paying less attention to the connection between multitasking and metacognition, and there is a lack of research specifically addressing adolescents in this context. To address this gap, the current study conducted two experiments with upper primary and secondary school students to explore the relationship between multitasking and adolescents’ metacognition under intrinsic and extrinsic cue conditions using metacognitive monitoring as an indicator. The results revealed that multitasking significantly reduced adolescents’ metacognitive monitoring accuracy. However, the scores on the media multitasking questionnaire did not significantly correlate with metacognitive monitoring accuracy in the laboratory task. This finding suggested that multitasking, under both intrinsic and extrinsic cue conditions, impairs the accuracy of metacognitive monitoring for primary and secondary school students. However, daily media multitasking activities among these students were not significantly correlated with metacognitive monitoring accuracy.

中文翻译：

---

多任务处理对中小学生元认知监测的影响

受疫情和智能设备快速普及的影响，媒体多任务在人们的生活中变得越来越普遍，并引起了研究人员的关注，特别是在数字时代的青少年中。然而，以往的研究主要集中在多任务处理与一般认知功能之间的关系，较少关注多任务处理与元认知之间的联系，并且缺乏专门针对青少年的研究。为了解决这一差距，本研究以高小学生和中学生为对象进行了两项实验，以元认知监测为指标，探讨内在和外在线索条件下多任务处理与青少年元认知之间的关系。结果显示，多任务处理显着降低了青少年元认知监测的准确性。然而，媒体多任务问卷的得分与实验室任务中元认知监测的准确性没有显着相关。这一发现表明，内在和外在线索条件下的多任务处理都会损害中小学生元认知监测的准确性。然而，这些学生的日常媒体多任务活动与元认知监控的准确性没有显着相关。