Thinking About Thinking: Students’ Perceived Usefulness of Metacognitive Strategies and Effects on Academic Literacy

Steven Svoboda

University of Nebraska - Lincoln

PDF

This multilevel, multivariate study examined the effects of the perceived usefulness of summarizing, and understanding and remembering to predict plausible values of reading, mathematics, and science competencies of 5,233 fifteen-year-old students within 165 schools in the United States. Data were taken from PISA (2009) and analyzed using PROC MIXED within SAS 9.3. As hypothesized, the perceived usefulness of metacognitive strategies and their interaction were significant, positive predictors of students’ plausible values in reading, mathematics, and science, holding everything else constant. The effects of the perceived usefulness of metacognitive strategies are not domain specific.

Keywords: metacognition, reading, mathematics, science, plausible values, PISA

Introduction

Method

Results

Discussion

Conclusion

References

Figure 1

Figure 2

Figure 3

Table 1

Table 2