Metacognitive Predictors of Achievement in Reading Comprehension and Mathematics Word Problems

Year: 1986

Author: Walker, Richard A., Debus, Ray L., Relich, Joseph D.

Type of paper: Abstract refereed

This paper reports data from two independent but similar studies. Both studies investigated the role played by metacognitive, attitudinal and motivational self statement measures in the prediction of academic achievement. Additionally the second study considered the predictive role played by self efficacy expectations, anxiety and causal attributions. The first study considered achievement in reading comprehension while the second investigated achievement in reading comprehension and mathematics word problems. Metacognitive scales for each academic domain were derived through factor analysis. Regression and path analysis were used to investigate predictive and causal relationships between metacognitive scales and achievement in each academic domain.