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)