Beth E Kurtz
Biographic Data
| ID | 90592 |
|---|---|
| NAME | Beth E Kurtz |
| GIVEN NAMES | Beth E |
| FAMILY NAME | Kurtz |
| SIGNATURE | KURTZ B E |
| AFFILIATIONS | Max Planck Institute For Psychological Research, Munich |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 2 |
Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept
S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differ…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Metamemory and Motivation
The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. After pretest assessment, -children in the experimental conditions were trained to use a cluster-rehearsal strategy on a Sort Recall task. Posttraining assessments included tests of strategy maintenance, near-transfer, and task-related metamemorial knowledge. The two samples differe…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Metamemory and Motivation
The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. After pretest assessment, -children in the experimental conditions were trained to use a cluster-rehearsal strategy on a Sort Recall task. Posttraining assessments included tests of strategy maintenance, near-transfer, and task-related metamemorial knowledge. The two samples differe…
Metamemory and Motivation
The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. After pretest assessment, -children in the experimental conditions were trained to use a cluster-rehearsal strategy on a Sort Recall task. Posttraining assessments included tests of strategy maintenance, near-transfer, and task-related metamemorial knowledge. The two samples differe…
Strategy acquisition and transfer among American and German children
This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition.184 German and 161 American children were pretested on memory and metamemory tasks.Children were then assigned to either an organizational strategy training condition or a control condition.All children were tested on the main…
Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept
S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differ…
Cognition (3 works) · Developmental psychology (3 works) · Metacognition (3 works) · Psychology (3 works) · Child and Animal Learning Development (2 works) · Cognitive psychology (2 works) · Educational Strategies and Epistemologies (2 works) · Innovative Teaching and Learning Methods (2 works) · Social Psychology (2 works) · Attribution (1 work)