|
Conclusion The perceived usefulness of metacognitive strategies was
predictive of 15-yearold students’ plausible values in reading, mathematics,
and science within the United States, holding everything else constant. The perceived usefulness of summarizing seemed
to make more of a contribution than the perceived usefulness of understanding
and remembering. The effects of the
perceived usefulness of metacognitive strategies are not domain specific and
high school teachers within the United States can expect significant academic
gains in multiple domains simply by honing their students’ metacognitive
strategies. |
|
|