Self-modeling was studied in three experiments with a total of 148 elementary school children who had experienced difficulties in arithmetic. Observing self-model videotapes raised achievement outcome as well as viewing peer models. Self-model tapes showing skill acquisition were as effective as were tapes showing mastery. (SLD)

Three causal attributions--ability, effort, and test difficulty--were examined for 223 University of Manitoba (Canada) students in relation to perceived performance and the quality of instruction. When instruction was good, causal attributions produced less variability in achievement and control. Implications for teaching are discussed. (SLD)

A component analysis of the reciprocal peer tutoring (RPT) strategy was performed in a study involving 70 female and 30 male undergraduates. Results support the RPT strategy of pairing students in a reciprocal tutor/tutee relationship. Implications for teaching practice are discussed. (SLD)

The hypothesis that social comparison processes mediate the relation between ability-grouping practices in mathematics and students' achievement expectancies was tested in a sample of 452 sixth-graders. Achievement expectancies depended on both the type and level of their ability-grouping assignments. The implications of this effect are discussed.…

The relationship between knowing that organization during study will facilitate performance (metamemory) and grouping pictures by semantic category was examined in a free recall task for 60 first-graders and 48 fourth-graders. Results suggest that how and when reflective activity occurs may be crucial for learning effectiveness. (SLD)

Sixty-one undergraduate students used a taxonomic instructional aid, a mnemonic aid, or their own methods to master the content of a passage describing a plant classification system and the distinguishing characteristics of the plant groups within that system. The demonstrated advantages of mnemonic strategies are discussed. (SLD)

New vocabulary was taught to 147 college students, in two experiments, by 1 of 3 methods: keyword, semantic context, and no-strategy control. There was no evidence that keyword-mediated gains on learning vocabulary-associated definitions were obtained at the expense of acquisition of other information. Applications for instruction are discussed.…

Two studies investigated 320 college students' knowledge about the effectiveness of alternative memory strategies for different tasks and the relationship of this knowledge to strategy use and task performance. Results indicate that students did know the relative effectiveness of different strategies, supporting current models of metamemory. (SLD)

The effects of overt or covert verbalization and specific or non-specific goals were investigated. Sixty-four undergraduate students solved acquisition problems and subsequently took tests measuring near and far transfer. Results indicate that acquisition can be influenced by teaching methods emphasizing conscious attention to goals. (SLD)

Efficacious features claimed by experts who had rewritten texts were evaluated in 3 experiments involving 700 undergraduates and 52 instructional texts about Army job tasks. Some experts evidently had effective knowledge about improving text, but it was primarily procedural. (SLD)

In two experiments, a total of 78 female college students, who were novices about automobile mechanics, read technical passages about vehicle braking systems with and without illustrations that were labeled or unlabeled. Results indicate that illustrations help readers focus attention and form mental models. (SLD)

A longitudinal study of 1,329 students and the 141 mathematics teachers they had before and after transfer to junior high examined the relationship between students' beliefs in mathematics and their teachers' sense of efficacy. Teacher efficacy beliefs had a stronger impact on low-achieving than high-achieving students. (SLD)

The impact of teacher and student sex differences and student assessment of teacher sex role orientation on student attitudes toward learning was examined with 252 undergraduate students, each evaluating 1 teacher. Results do not support the sex role congruency hypothesis. Students were more affected by overall teacher qualities. (SLD)

The usefulness of kindergarten screening methods in predicting first grade achievement was studied in 246 children with English or Spanish as the home language. Results support the hypothesis that the predictive validity of kindergarten measures varied as a function of the predominant language in the home. (SLD)

Two studies of the relationship between learner interest and advance organizers (AOs) with test performance were conducted: one with 33 and one with 66 undergraduates. Although the AO had no effect on test performance, student interest appeared affected by the presence of an AO. (SLD)