ERIC Number: ED255564
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Metamemory and Motivation: A Comparison of Strategy Use and Performance in German and American Children.
Schneider, Wolfgang; And Others
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)
Descriptors: 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
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Volkswagen Foundation, Hanover (West Germany).; National Institutes of Health (DHHS), Bethesda, MD.
Authoring Institution: N/A
Identifiers: Causal Models; West Germany
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, Chicago, IL, March 31-April 4, 1985).