Promoting general metacognitive awareness

Instructional Science

Volumn 26, Issue 1-2, 1998, Pages 113-125

  Schraw, Gregory ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032390942     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1003044231033     Document Type: Article

References (48)

1. Ackerman, P.C. (1987). Individual differences in skill learning: An integration of the psychometric and information processing perspectives. Psychological Bulletin 102: 3-27.
2. Alexander, J. M., Carr, M. & Schwanenflugel, P.J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review 15: 1-37.
3. Ames, C. & Archer, J. (1988). Achievement in the classroom: Student learning strategies and motivational processes. Journal of Educational Psychology 80: 260-267.
4. Astington, J.W. (1993). The Child's Discovery of Mind. Cambridge, MA: Harvard University Press.
5. Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review 1: 3-38.
6. Bereiter, C. & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Erlbaum.
7. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe, eds., Metacognition, Motivation, and Understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
8. Brown, A.L. & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick, ed., Knowing and Learning: Essays in Honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum.
9. Brown, R. & Pressley, M. (1994). Self-regulated reading and getting meaning from text: The Transactional Strategies Instruction model and its ongoing validation. In D.H. Schunk & B.J. Zimmerman, eds., Self-Regulation of Learning and Performance: Issues and Educational Applications (pp. 155-180). Hillsdale, NJ: Erlbaum.
10. Butler, D.L. & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65: 245-282.
11. Cross, D.R., & Paris, S.G. (1988). Developmental and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology 80: 131-142.
12. Delclos, V.R. & Harrington, C. (1991). Effects of strategy monitoring and proactive instruction on children's problem-solving performance. Journal of Educational Psychology 83: 35-42.
13. Dweck, C.S. & Leggett, E.S. (1988). A social-cognitive approach to motivation and personality. Psychological Review 95: 256-273.
14. Ericsson, K.A. & Smith, J. (1991). Toward a General Theory of Expertise: Prospects and Limits. Cambridge, England: Cambridge University Press.
15. Ericsson, K.A., Krampe, R.T. & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review 100: 363-406.
16. Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In F. Weinert & R. Kluwe, eds., Metacognition, motivation, and understanding (pp. 21-29). Hillsdale, NJ: Erlbaum.
17. Garner, R. (1987). Metacognition and Reading Comprehension. Norwood, NJ: Ablex Publishing.
18. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research 60: 517-529.
19. Glaser, R. & Chi, M.T. (1988). Overview. In M. Chi, R. Glaser & M. Farr, eds., The Nature of Expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum.
20. Gourgey, A.F. (in press). Metacognition in basic skills instruction. Instructional Science.
21. Graham, S. & Weiner, B. (1996). Theories and principles of motivation. In D. Berliner & R. Calfee, eds., Handbook of Educational Psychology (pp. 63-84). New York: MacMillian.
22. Halpern, D.F. (1989). Thought and Knowledge: An Introduction to Critical Thinking (2nd edition). Hillsdale, NJ: Erlbaum.
23. Hartman, H.H. & Sternberg, R.J. (1993). A broad BACEIS for improving thinking. Instructional Science 21: 401-425.
24. Jacobs, J.E. & Paris, S.G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist 22: 255-278.
25. Jonassen, D.H., Beissner, K. & Yacci, M. (1993). Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge. Hillsdale, NJ: Erlbaum.
26. Karmiloff-Smith, A. (1992). Beyond Modularity: A Developmental Perspective on Cognitive Science. Cambridge, MA: MIT Press.
27. King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology 83: 307-317.
28. Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review 96: 674-689.
29. Kuhn, D., Schauble, L. & Garcia-Mila, M. (1992). Cross-domain development of scientific reasoning. Cognition and Instruction 9: 285-327.
30. Midgley, C., Anderman, E. & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goals theory approach. Journal of Early Adolescence 15: 90-113.
31. Montgomery, D.E. (1992). Young children's theory of knowing: The development of a folk epistemology. Developmental Review 12: 410-430.
32. Pintrich, P.R. & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82: 33-40.
33. Pressley, M. & Ghatala, E.S. (1990). Self-regulated learning: Monitoring learning from text. Educational Psychologist 25: 19-33.
34. Pressley, M., Borkowski, J.G. & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In R. Vasta & G. Whitehurst, eds., Annals of Child Development, Vol. 5 (pp. 890-129). Greenwich, CT: JAI Press.
35. Reynolds, R.E. (1992). Selective attention and prose learning: Theoretical and empirical research. Educational Psychology Review 4: 345-391.
36. Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.
37. Schneider, W. & Pressley, M. (1989). Memory Development Between 2 and 20. New York: Springer-Verlag.
38. Schmuck, R.A. & Schmuck, P.A. (1992). Group Processes in the Classroom (6th edition). Debuque, IA: Wm. C. Brown Publishers.
39. Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass Publishers.
40. Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology 19: 143-154.
41. Schraw, G. & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology 19: 460-475.
42. Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychological Review 7: 351-371.
43. Schraw, G., Dunkle, M.E., Bendixen, L.D. & Roedel, T.D. (1995). Does a general monitoring skill exist? Journal of Educational Psychology 87: 433-444.
44. Schraw, G., Horn, C., Thorndike-Christ, T. & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology 20: 359-368.
45. Schunk, D.H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review 1: 173-208.
46. Siegler, R.S. & Jenkins, E. (1989). How Children Discover New Strategies. Hillsdale, NJ: Erlbaum.
47. Swanson, H.L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology 82: 306-314.
48. Wolters, C.A. & Pintrich, P.R. (in press). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science.