Metacognitive learning strategies: differential development patterns in high school

Leutwyler, Bruno

doi:10.1007/s11409-009-9037-5

Cited by 46 publications

(46 citation statements)

References 28 publications

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“…Research also suggests that the use of MS is linked to age, gender, and socio-economic status (Leutwyler, 2009). The concept was initially associated with Flavell (1971), whose perspective was developmental and very much a product of the then ongoing change in focus in educational psychology from environmental factors to learners themselves and how they interact with information.…”

Section: Metacognitionmentioning

confidence: 99%

Reflections on the role of metacognition in student reading and learning at higher education level

Kane

Lear²,

Dube

2014

Africa Education Review

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This article represents a literature review and interpretation pertaining to the role that metacognition is seen to play in student performance. It begins by providing evidence from research reported in the literature which indicates that not all students are able to accurately assess their capabilities, and suggests that this lack is linked to insufficiently developed metacognitive skills (MS). The concept of metacognition, as well as its role in academic learning and reading, is discussed. On the basis of evidence from research reported in the literature, which has shown that explicit teaching of metacognitive strategies can result in improved performance among students, the article concludes by suggesting practical ways in which lecturers can help their students develop key MS.

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Section: Metacognitionmentioning

confidence: 99%

Reflections on the role of metacognition in student reading and learning at higher education level

Kane

Lear²,

Dube

2014

Africa Education Review

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“…Both of these studies collected data immediately after the intervention. There was only one longitudinal cohort study that tracked secondary students' meta-cognitive development over a three-year period (Leutwyler 2009). Measured ICU outcomes were limited to increase in cultural knowledge, general awareness of cultural diversity and short-term shifts in attitude.…”

Section: Need For Long-term Interventions Beyond Cultural Awarenessmentioning

confidence: 99%

Identifying and developing effective approaches to foster intercultural understanding in schools

Walton

Priest

Paradies

2013

Intercultural Education

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This paper provides a systematic review of education literature focused on identifying school-based approaches for developing students' intercultural understanding. Studies were assessed using selection criteria and then critically appraised for study quality. A key finding from the review is that developing students' intercultural understanding beyond cultural awareness requires students and teachers to take a critical approach toward cultural diversity, as well as the opportunity for ongoing intercultural and intergroup contact. Studies reported that only building cultural awareness and knowledge is not enough to promote long-term changes in attitudes. There is a need for more rigorously evaluated longitudinal school-based interventions. Finally, studies consistently call for investment in teachers' professional and personal intercultural capabilities. The paper concludes by calling for school-based interventions that are informed by best practice approaches at a whole school level in order to effectively develop students' intercultural attitudes and skills.

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“…Further studies revealed that developmental patterns of metacognition also differed across gender groups. For instance, girls performed better in strategy knowledge tasks during high school Leutwyler, 2009). But first-grade boys significantly outperformed girls of the same age group in the domain of mathematics within a study conducted by Carr, Jessup, and Fuller (1999).…”

Section: Developmental Aspects Of Strategy Knowledgementioning

confidence: 99%

“…However, there might be further dimensions of strategy knowledge. As Leutwyler (2009) and Phakiti (2008) suggested, the construct of strategy knowledge could show a higher order structure with different factors across domains and facets of the construct. However, in our study, we were did not specify a multidimensional structure as we hypothesized only one latent trait in a single domain.…”

Section: Assessment Of Strategy Knowledgementioning

confidence: 99%

The Development of Scientific Strategy Knowledge Across Grades

Scherer

Tiemann

2014

Sage Open

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In this study, we developed a new test on scientific strategy knowledge and investigated the construct validity of the resulting test scores. Moreover, measurement invariance across grade levels has been analyzed to ensure the generalizability of the assessment. Furthermore, convergent and discriminant validity were investigated. A total of N = 1,182 German high school students of Grade Levels 8, 10, and 12 completed tasks on strategy knowledge, fluid intelligence, content knowledge, interest in science, and scientific self-concept within a cross-sectional study. Multigroup confirmatory factor analysis was used to check for measurement invariance. Our results show that scalar invariance holds across grades and that there are significant differences in performance favoring students of higher grade levels. Furthermore, fluid intelligence and content knowledge are relevant predictors of strategy knowledge, whereas gender and motivational constructs do not show significant effects. Implications for developmental studies on strategy knowledge and assessment practice are discussed.

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Metacognitive learning strategies: differential development patterns in high school

Cited by 46 publications

References 28 publications

Reflections on the role of metacognition in student reading and learning at higher education level

Reflections on the role of metacognition in student reading and learning at higher education level

Identifying and developing effective approaches to foster intercultural understanding in schools

The Development of Scientific Strategy Knowledge Across Grades

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