This paper studies learners' emotion awareness in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners' emotions and their antecedents. This study created an emotion-reporting grid for university students based on the emotions they…

Seventy-five learning-disabled students (10 to 14 years old) received instructions about summarization strategies and about personal causality that were designed to improve reading comprehension. Changes in antecedent attributions about personal causality were not usually altered by this program-specific attributional training, although…

Interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. Some were trained to use a cluster-rehearsal strategy on a Sort Recall task. Post-training assessments tested maintenance, near-transfer, and task-related metamemorial knowledge.…

The self-regulation of attributions, beliefs concerning the causes of outcomes, is explored. An increasing body of research substantiates the idea that effective self-regulation depends on forming positive attributions that promote perceptions of competence and sustain motivation directed toward learning. Self-regulation refers to the process by…

Twelve elementary students with learning disabilities and 42 students at risk for special education referral served as tutors for younger children. Half the tutors were trained to make statements attributing success to ability and effort, as well as strategy suggestions for errors. These tutors became more positive in their self-perceptions than…

Drawing on study strategy, metacognition, and attribution research, a model of strategy use was presented and evaluated via a series of regression analyses. Data analysis was conducted in three stages: identifying frequency of stragegy use, relating strategy use to test performance, and predicting reported use of strategies that were related to…

The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were observed in German and American children. Ninety-one American and 102 German fourth graders participated. After pretest assessment, children in the experimental conditions were trained to use a cluster rehearsal strategy on a Sort…

Introduction: The following study examines gender differences existing in various cognitive-motivational variables (causal attributions, academic goals, academic self-concept and use of significant learning strategies) and in performance attained in school subjects of Language Arts and Mathematics. Method: For this purpose, a sample of 521…