Metamemory and Motivation: A Comparison of Strategy Use and Performance in German and American Children.

Autor/inn/en	Schneider, Wolfgang; und weitere
Titel	Metamemory and Motivation: A Comparison of Strategy Use and Performance in German and American Children.
Quelle	(1985), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attribution Theory; Cognitive Style; Cross Cultural Studies; Cultural Influences; Foreign Countries; Grade 4; Intelligence; Intermediate Grades; Learning Strategies; Metacognition; Pictorial Stimuli; Predictor Variables; Recall (Psychology); Self Concept; Student Motivation; Transfer of Training; West Germany + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Intelligenz; Klugheit; Mittelstufe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fantasieanregung; Prädiktor; Abberufung; Selbstkonzept; Schulische Motivation; Training; Transfer; Ausbildung
Abstract	The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were observed in German and American children. Ninety-one American and 102 German fourth graders participated. After pretest assessment, children in the experimental conditions were trained to use a cluster rehearsal strategy on a Sort Recall task. Posttraining assessment included strategy maintenance and near-transfer tasks, and task-related metamemorial knowledge. The two samples differed in significant ways on metamemorial, attributional, strategic, and performance variables. Latent Variable Partial Least Squares (LVPLS) modeling procedures showed that different causal models were required to explain relationships among the cognitive and personality/motivational variables in the two samples. (A 39-item reference list is included.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC