NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ414273
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0361-476X
Strategy Instruction and Attributional Beliefs in West Germany and the United States: Do Teachers Foster Metacognitive Development?
Kurtz, Beth E.; And Others
Contemporary Educational Psychology, v15 n3 p268-83 Jul 1990
Teachers' reported instruction of strategies and metacognitive knowledge in the classroom, and their attributional beliefs about the reasons underlying children's academic successes/failures were studied, using 59 teachers from West Germany and 43 teachers from the United States. A 7-item questionnaire was administered. Implications for metacognitive development theory are discussed. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; West Germany