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ERIC Number: EJ922787
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 56
Measuring Metacognition and Reaction Time: Further Findings on the Performances of General Education, Low-Achieving, and Institutionally Raised Students
Al-Hilawani, Yasser A.; Abdullah, Ahmad A.
Journal of International Special Needs Education, v13 p1-12 2010
The purpose of this study was to use the picture format to examine in depth the metacognitive performances and reaction time in general education, low-achieving, and institutionally raised students. Results revealed that institutionally raised students, unlike low-achieving students, took significantly the longest reaction time to finish the test but obtained correct scores comparable to general education students only when accounting for the effect of school achievements. The performances of low-achieving and institutionally raised students were at disadvantage on the test of metacognition when time was used as a factor to determine correct responses. (Contains 2 tables.)
Division of International Special Education and Services, Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. Tel: 888-232-7733; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kuwait