Effects of grade level and subject on student test score predictions

Journal of Educational Research

Volumn 90, Issue 3, 1997, Pages 170-174

  Barnett, Jerrold E ^a   Hixon, Jon E ^a  

^a NORTHWEST MISSOURI STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038867281     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.1997.10543773     Document Type: Article

References (29)

1. Andreassen, C., & Waters, H. S. (1989). Organization during study: Relationships between metamemory, strategy use. and performance. Journal of Educational Psychology, 81, 190-195
2. Blatchford, P. (1992). Academic self-assessment at 7 and 11 years: Its accuracy and association with ethnic group and sex. British Journal of Educational Psychology, 62, 35-44
3. Brown, A., & Smiley, S. S. (1977). The development of strategies for studying texts. Child Development, 49, 1076-1088
4. Butler, R. (1990). The effects of mastery and competitive conditions on self-assessment at different ages. Child Development. 61, 201-210
5. Dufrensne, A., Kobasigawa, A. (1989). Children's spontaneous allocation of study time: Differential and sufficient aspects. Journal of Experimental Child Psychology, 47, 274-296
6. Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research. 59, 395-430
7. Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall
8. Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. Cognitive Psychology, I. 324-340
9. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60. 517-529
10. Garner, R.& Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24, 143-158
11. Glenberg, A. M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 702-718
12. Leal, L. (1987). Investigation of the relation between metamemory and university students' examination performance. Journal of Educational Psychology, 79, 35-410
13. Lovelace, E. A. (1984). Metamemory: Monitoring future recallability during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 756-766
14. Kaley, R., & Cloutier, R. (1984). Developmental determinants of self-efficacy predictiveness. Cognitive Therapy and Research. 6, 643-656
15. Kozulin, A., & Presseisen, B. Z. (1995). Mediated learning experience and psychological tools: Vygostky's and Feuerstein's perspectives in a study of student learning. Educational Psychologist. 30, 67-75
16. Markman, E. M. (1977). Realizing that you don't understand: A preliminary investigation. Child Development, 49, 168-177
17. Masur, E.F., McIntyre, C. W., & Flavell, J. H. (1973). Developmental changes in the apportionment of study time among items in a multitrial free recall task. Journal of Experimental Child Psychology, 15. 237-246
18. Moely, B.E., Hart, S. S., Santulli, K., Leal, L., Rao, N., Johnson, T., Hamilton, L. B. (1992). The teacher's role in facilitating memory and study strategy development in the elementary school classroom. Child Development, 63, 653-672
19. Nelson, T. O.& Leonescio, R. J. (1988). Allocation of self-paced study time and the "iabor-in-vain effect." Journal of Experimental Psychology: Learning. Memory, and Cognition. 14, 676-686
20. Nelson-Le Gall, S., Kratzer, L., Jones, E., & DeCooke, P. (1990). Children's self-assessment of performance and task-related help seeking. Journal of Experimental Child Psychology. 49, 245-263
21. Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B, F. Jones & L. Idol (Eds.). Dimensions of thinking and cognitive instruction (pp. 15-52). Hillsdale. NJ: Erlbaum
22. Peterson, P. L., Swing, S.R., Braverman, M. T.Buss, R. (1982). Students' aptitudes and their reports of cognitive processes during direct instruction. Journal of Educational Psychology, 74. 535-547
23. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40
24. Pressley, M., & Ghatala, E. S.(1989). Metacognitive benefits of taking a test for children and young adolescents. Journal of Experimental Child Psychology, 47, 430-450
25. Pressley, M., Levin, J. R., Ghatala, E. S., & Ahmad, M. (1987). Test monitoring in young grade school children. Journal of Experimental Child Psychology, 43, 96-111
26. Skinner, E.A., Wellborn, J.G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32
27. Waters, H. S. (1982). Memory development in adolescence: Relationship between metamemory, strategy use. and performance. Journal of Experimental Child Psychology, 33, 183-195
28. Wippich, W. (1981). Verbessert eine Einkaufssituation die Vorhensaage der eigenen Behaltensleistungen im Vorschulalter? Zeitschrift fur Entwick-lungspsychologie und Padagogische Psychologie, 13, 280-290
29. Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290