During the last two decades of work in predicting and explaining school achievement, much research has emphasized the identification and measurement of student cognitive and affective processes which predict and also promise to help explain and facilitate school achievement. This review focuses on modifiable cognitive and affective processes, as…

This study of two fifth grade classes investigated students' reports of attention, understanding, cognitive processes and affect during a nine-day mathematics unit on measurement. These self-reports appeared more valid indicators of classroom learning than observed time on task. Student affect mediated the relationship between instructional…