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ERIC Number: EJ1115048
Record Type: Journal
Publication Date: 2016-Oct
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1303-0485
Metacognition, Strategies, Achievement, and Demographics: Relationships across Countries
Callan, Gregory L.; Marchant, Gregory J.; Finch, W. Holmes; German, Rachel L.
Educational Sciences: Theory and Practice, v16 n5 p1485-1502 Oct 2016
Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory approaches like memorization, across a global sample was not strongly associated with higher achievement. However, metacognitive strategies which involve an awareness of thinking, as measured by the appropriate use of strategies within a context, were related to greater achievement. Although there were differences across gender and student SES, metacognitive strategies remained a significant predictor of achievement when controlling for SES and gender, and were on par with SES in predicting achievement. This study provides insight that may be particularly beneficial for males and lower SES students who underachieve in reading.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A