Can metacognition compensate for intelligence in the first year of Belgian higher education?

Psychologica Belgica

Volumn 36, Issue 4, 1996, Pages 227-244

  Minnaert, Alexander ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030343685     PISSN: 00332879     EISSN: 2054670X     Source Type: Journal    
DOI: None     Document Type: Article

References (55)

1. Baker, L. (1982). An evaluation of the role of metacognitive deficits in learning disabilities. Topics in Learning and Learning Disabilities, 2, 27-35.
2. Biggs, J.B. (1987). Student approaches to learning and studying. Hawthorn, Victoria: Australian Council for Educational Research.
3. Birkmire, D.P. (1987). Text processing: The role of reader expectations and background knowledge. Aberdeen: U.S. Army Human Engineering Laboratory.
4. Brown, A.L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77-165). Hillsdale, NJ: Lawrence Erlbaum.
5. Brown, A.L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum.
6. Brown, A.L. (1988). Motivation to learn and understand: On taking care of one's own learning. Cognition and Instruction, 5 (4), 311-321.
7. Campione, J.C. (1987). Metacognitive components of instructional research with problem learners. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 117-140). Hillsdale, NJ: Lawrence Erlbaum.
8. Campione, J.C., & Brown, A.L. (1978). Toward a theory of intelligence: Contributions from research with retarded children. Intelligence, 2, 279-304.
9. Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction. Essays in honor of Robert Glaser (pp. 453-494). Hillsdale: Lawrence Erlbaum.
10. De Corte, E. (1990, April). A state-of-the-art of research on learning and teaching. Paper presented at the First European Conference on the First Year Experience in Higher Education, Aalborg, Denmark.
11. Decruyenaere, M., & Janssen, P.J. (1989). A structural model for individual differences in academic performance of freshmen. In H. Mandl, E. De Corte, N. Bennett, & H.F. Friedrich (Eds.), Learning and instruction. European research in an international context (Vol. 2.1, pp. 481-495). Oxford: Pergamon Press.
12. Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21-29). Hillsdale, NJ: Lawrence Erlbaum.
13. Flavell, J.H., & Wellman, H. (1977). Metamemory. In R.V. Kail, Jr. & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-33). Hillsdale, NJ: Lawrence Erlbaum.
14. Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex Publishing Corp.
15. Heim, A.W., Watts, K.P., & Simmonds, V. (1982). Manual for the AH 6 group tests of high-level intelligence. Windsor/England: NFER-Nelson.
16. Janssen, P.J. (1996). Studaxology: The expertise students need to be effective in higher education. Higher Education, 31 (1), 117-141.
17. Kinnunen, R., & Vauras, M. (1995). Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading. Learning and Instruction, 5, 143-165.
18. Kluwe, R.H. (1987). Executive decisions and regulation of problem solving behavior. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 31 -64). Hillsdale, NJ: Lawrence Erlbaum.
19. Körkel, J., & Schneider, W. (1991). Domain-specific versus metacognitive knowledge effects on text recall and comprehension. In M. Carretero, M. Pope, R.-J. Simons, & J.I. Pozo (Eds.), Learning and instruction. European research in an international context (Vol. 3, pp. 311-323). Oxford: Pergamon Press.
20. Lacante, M.F.E. (1983). Van intelligentie, persoonlijkheid, studiestrategie en studeergedrag naar studieresultaat [From intelligence, personality, study strategies, and study behaviour to achievement]. Pedagogische Studiën, 60, 289-299.
21. Minnaert, A. (Ed.) (1992). Experimentele versie AH56-L [experimental version AH56-L]. Leuven: Department of Psychology, Centre for Schoolpsychology.
22. Minnaert, A. (1996). Academic performance, cognition, metacognition and motivation. Assessing freshmen characteristics on task: A validation and replication study in higher education Unpublished doctoral dissertation, University of Leuven, Leuven.
23. Minnaert, A., & Janssen, P.J. (1990). Verschillen in studeervaardigheid, vooropleiding en nadien behaalde studieresultaten in een eerste kandidatuur Psychologie: Een peiling naar hun nomologische validiteit binnen een structureel model van studeren [Study skill, curriculum completed in secondary education and results obtained at the end of the first year of a university study program in psychology: An evaluation of their nomological validities within a structural model of studying]. Psychologica Belgica, 30, 105-136.
24. Minnaert, A., & Janssen, P.J. (1992). Success and progress in higher education: A structural model of studying. British Journal of Educational Psychology, 62, 184-192.
25. Minnaert, A., & Janssen, P.J. (1996). How general are the effects of domain-specific prior knowledge on study expertise as compared to general thinking skills? In M. Birenbaum & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 265-281). Boston: Kluwer Academic Publishers.
26. Minnaert, A., & Janssen, P.J. (1997). Bias in the assessment of regulation activities in studying at the level of higher education. European Journal of Psychological Assessment 13 (2), 99-108.
27. Murray-Harvey, R., & Keeves, J.P. (1994). Students' learning processes and progress in higher education. Paper presented at the American Educational Research Association, New Orleans, U.S.A.
28. OECD (1995). Education at a glance: OECD indicators. Paris: Organisation for Economic Co-operation and Development.
29. Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
30. Paris, S.G., & Myers, M. (1981). Comprehension monitoring, memory, and study strategies of good and poor readers. Journal of Reading Behavior, 13 (1), 5-22.
31. Pintrich, P.R., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies and motivation. In P.R. Pintrich, D.R. Brown, & C.E. Weinstein (Eds.), Student motivation, cognition and learning. Essays in honor of Wilbert J. McKeachie (pp. 113-133). Hillsdale, NJ: Lawrence Erlbaum.
32. Ramirez, F.O, & Riddle, P. (1991). The expansion of higher education. In P.O. Altbach (Ed.), International Higher Education: An encyclopedia (pp. 91-105). New York/ London: Garland Publishing.
33. Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago: University of Chicago Press.
34. Resnick, L.B. (1987). Instruction and the cultivation of thinking. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction. European research in an international context (Vol. 1, pp. 415-442). Oxford/Leuven: Pergamon Press/Leuven University Press.
35. Schneider, W. (1985). Developmental trends in the metamemory-memory behavior relationship: An integrative review. In D.L. Forrest-Pressley, G.E. MacKinnon, & T.G. Waller (Eds.), Cognition, metacognition and human performance (Vol. 1, pp. 57-109). New York: Academic Press.
36. Schoenfeld, A.H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
37. Sherman, T.M. (1985). Learning improvement programs: A review of controllable influences. Journal of Higher Education, 56 (1), 85-100.
38. Simons, P.R.J. (1994). Metacognition. In T. Husén & T.N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 3784-3788). Oxford/New York: Pergamon Press.
39. Simons, P.R.J., & Beukhof, G. (1987). The regulation of learning. In P.R.J. Simons & G. Beukhof (Eds.), Regulation of learning (pp. 3-11). Den Haag: SVO-Selecta.
40. Snow, R.E., & Jackson, D.N. (1994). Individual differences in conation: Selected constructs and measures. In H.F. O'Neil, Jr. & M. Drillings (Eds.), Motivation: Theory and research (pp. 71-99). Hillsdale, NJ: Lawrence Erlbaum.
41. Sternberg, R.J. (1979). The nature of mental abilities. American Psychologist, 34, 214-230.
42. Sternberg, R.J. (1985). Beyond IQ. A triarchic theory of human intelligence. Cambridge: Cambridge University Press.
43. Stoutjesdijk, E., & Beishuizen, J.J. (1992). Cognitie en metacognitie bij het bestuderen van informatieve tekst [Cognition and metacognition in studying informative text]. Tijdschrift voor Onderwijsresearch, 17, 313-326.
44. Swanson, H.L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82, 306-314.
45. Tait, H., & Entwistle, N. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31 (1), 97-116.
46. Veenman, M.V.J. (1993). Intellectual ability and metacognitive skill. Determinants of discovery learning in computerized learning environments. Unpublished doctoral dissertation, University of Amsterdam, Amsterdam
47. Veenman, M.V.J., & Elshout, J.J. (1995). Differential effects of instructional support on learning in simulation environments. Instructional Science, 22, 363-383.
48. Verhelst, N.D. (1992). Het eenparameter logistische model (OPLM): een theoretische inleiding en een handleiding bij het computerprogramma [The one-parameter logistic model: A theoretical introduction and a manual to the computerprogram] (OPD Memorandum 92-3). Arnhem: Cito.
49. Vermunt, J.D.H.M. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs. Naar procesgerichte instructie in zelfstandig denken [Learning styles and regulation of learning processes in higher education. Toward process-oriented instruction in independent thinking]. Amsterdam/Lisse: Swets & Zeitlinger.
50. Vermunt, J.D.H.M., & Van Rijswijk, F.A.W.M. (1987). Inventaris leerstijlen voor het Hoger Onderwijs [Inventory of learning styles for Higher Education]. Tilburg: Catholic University of Brabant.
51. Volet, S.E. (1991). Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning. Learning and Instruction, 1, 319-336.
52. Volet, S.E. (1994, July). Cognitive and affective variables in academic learning: The significance of direction and effort in students' goals. Paper presented at the 23th International Congress of Applied Psychology, Madrid, Spain.
53. Weinert, F.E. (1987). Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 1-16). Hillsdale, NJ: Lawrence Erlbaum.
54. Weinstein, C.E. (1994). Strategic learning / strategic teaching: Flip sides of a coin. In P.R. Pintrich, D.R. Brown, & C.E. Weinstein (Eds.), Student motivation, cognition, and learning. Essays in honor of Wilbert J. McKeachie (pp. 257-273). Hillsdale, NJ: Lawrence Erlbaum.
55. Wellman, H.M. (1983). Metamemory revisited. In M.T.H. Chi (Ed.), Trends in memory development research: Contributions to human development (Vol. 9, pp. 31-51). Basel: Krager.