Relationships of Cognitive and Metacognitive Learning Strategies to Mathematics Achievement in Four High-Performing East Asian Education Systems

Autor/inn/en	Areepattamannil, Shaljan; Caleon, Imelda S.
Titel	Relationships of Cognitive and Metacognitive Learning Strategies to Mathematics Achievement in Four High-Performing East Asian Education Systems
Quelle	In: Journal of Genetic Psychology, 174 (2013) 6, S.696-702 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1325
DOI	10.1080/00221325.2013.799057
Schlagwörter	Metacognition; Learning Strategies; Mathematics Achievement; Foreign Countries; High Achievement; Cross Cultural Studies; Memorization; Correlation; Secondary School Students; Regression (Statistics); China; Hong Kong; Singapore; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Cultural comparison; Kulturvergleich; Gedächtnistraining; Korrelation; Sekundarschüler; Regression; Regressionsanalyse; Hongkong; Singapur; Korea; Republik
Abstract	The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education systems, memorization strategies were negatively associated with mathematics achievement, whereas control strategies were positively associated with mathematics achievement. However, the association between elaboration strategies and mathematics achievement was a mixed bag. In Shanghai-China and Korea, elaboration strategies were not associated with mathematics achievement. In Hong Kong-China and Singapore, on the other hand, elaboration strategies were negatively associated with mathematics achievement. Implications of these findings are briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10