This study explored the relationship between test anxiety and metacognitive word knowledge on performance on a reading comprehension test. One hundred and seventeen college students completed four paper and pencil measures: (1) a self-report measure of test anxiety; (2) an archival test of reading ability; (3) a metacognitive word knowledge task;…

This paper reports on a project aimed at designing, implementing, and evaluating a hypermedia system, IPER-3, facing the three classical problems in the history of mathematics (i.e., trisection of the angle, quadrature of the circle, and duplication of the cube). The goal of the project is to study the opportunities offered by this kind of…

This paper presents results of a study that examined the effect of different levels of autonomy upon intrinsic goal orientation, task value, self-efficacy, test anxiety, use of metacognitive strategies, and performance in the college classroom. Study participants were 365 college students from 4 institutions in 10 classrooms: 3 biology (n=162); 3…

This model of student teacher supervision focuses on providing new lenses through which teacher candidates can view and interpret their own perspectives. The model further assists teacher candidates in broadening their vision to develop an increased awareness of diversity and a need for multiple teaching strategies. This supervision approach…

A study investigated the relationships between academic self-concepts, metacognitive problem solving, and ethnicity in entering college freshmen minority men and women. The study hypothesized, first, a positive relationship between metacognitive problem solving skills and academic self-concepts, and second that there would be ethnic differences…

The relationships between classroom performance and five possible predictor variables were studied. The ways in which these variables relate to performance in a classroom learning situation were examined, with the hypothesis that attributional style and motivation would be the best predictors of classroom performance. The variables were: (1)…

Employing measures of attributional styles and metacognitive reading behaviors, a study investigated whether a relationship exists between passive reading behaviors and extreme attributional styles (learned helplessness) in college students on academic probation. Attributional style and metacognitive strategies exhibited while reading college text…

The Learning Strategies Questionnaire (LSQ) was developed to assess students' declarative knowledge of strategy utility. Goals were to develop a reliable survey that: (1) could be administered for fourth-, fifth-, and sixth-graders in a group setting; (2) would provide a profile of children's declarative knowledge of strategies for classroom…

A study examined 3 grammar teaching methods to understand why some methods may carry over into writing better than others. E. Bialystok and E. B. Ryan's (1985) metacognitive model of language skills was adapted to plot traditional grammar, sentence combining, and the functional/inductive approach according to the amount of analyzed knowledge and…

This paper asserts that successful teachers must be reflective and analytical about their own beliefs and practices and acquire deep understanding of cognitive and motivational principles of learning and teaching. It examines how teachers can model and promote self-regulated learning for students. Self-regulated learning is characterized by…

A study investigated the writing strategies used by English as a second language (ESL) students in writing electronic mail (e-mail) messages, and to what extent certain ESL teaching variables influenced students' use of writing strategies. Subjects were 16 ESL teachers and their 208 university students. Students were administered a 50-item…

Investigates factors influencing Japanese university students' expository writing in English. Quantitative analysis revealed that students' second-language (L2) proficiency, first-language writing ability, and metaknowledge were significant in explaining L2 writing ability variance. An explanatory model for writing ability in English as a Foreign…

Discussion of hypermedia, memory, and metacognition focuses on a study of graduate students that examined how hypermedia instruction can influence structures of knowledge, format selection for graphical descriptions of hypermedia-related information, hypermedia knowledge, concept-map complexity, and metacognitive accuracy. Future research is…

Two studies on monitoring and assisting high-risk college students are compared. Individualized intervention was provided in the first study, whereas the second attempted a reduced form of the same intervention in a large-group course. Both emphasized student awareness of appropriate study behavior. Only the first study had positive results.…

Reviews research streams in metacognition, reading strategies, and training of reading strategies that are converging in the field of English as a foreign or second language (EFL/ESL) and impacting the teaching of English to non-native speakers for academic purposes. A research design for investigating the efficacy of metacognitive strategy…