The Relationship between Academic Achievement and Metacognitive Comprehension Monitoring Ability of Spanish Secondary School Students
Bibliographic Data
| ID | 20282964 |
|---|---|
| Authors | José Otero (0000-0002-5974-0893, Universidad de Alcala, Madrid, Spain), Juan Miguel Campanario (0000-0003-2382-7783, Universidad de Alcala, Madrid, Spain), Kenneth D Hopkins (University of Colorado Boulder) |
| Year | 1992 |
| Volume | 52 |
| Issue | 2 |
| Pages | 419-430 |
| Publication date | 1992-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational and Psychological Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0013-1644 • E-ISSN: 1552-3888 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013164492052002017 |
| OpenAlex | W2035391091 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
A measure of metacognitive comprehension monitoring ability (CMA) was developed to determine whether this ability was related to academic achievement, as measured by marks (GPA) in several high school courses in Spain. CMA was found to be significantly related to GPA, although the correlations were not high, and decreased with grade level. CMA was highly related to grade level; an effect size of 1.0 was observed between mean scores at Grade 10 and Grade 12. CMA appears to have no relationship with gender
Academic achievement · Cognition · Comprehension · Developmental psychology · Mathematics education · Metacognition · Reading comprehension · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology
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| Unique citing works | 6 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 1999 - 2024 (26) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |