Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools…

Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly…

The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to…

One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., "stereotype threat"). Recent field-experimental studies suggest that modest, low-cost "buffering" interventions…

The goal of this study was to compare how weblogs and traditional handwritten reflective learning protocols compare regarding the use of cognitive and metacognitive strategies for knowledge acquisition as well as learning gains in secondary school students. The study used a quasi-experimental control group design with repeated measurements…