Title

Development Of Memory-Monitoring And Self-Efficacy In Children

Comments

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Abbreviated Journal Title

Psychol. Rep.

Keywords

Psychology; Multidisciplinary

Abstract

To test the hypothesis that strategic learning and self-efficacy in children develop according to their memory-monitoring skills 30 children each in Grades 2 and 4 were trained to monitor their performance. Second graders receiving such generalized training were more likely to approach a paired-associate learning task using a successful strategy of elaboration than control subjects not so instructed. In contrast, virtually all fourth graders elaborated paired-associates on the “choice” trial with or without memory-monitoring training. Task-specific tests of self-efficacy given before and after paired-associate learning showed pretest to posttest gains for both grades. However, only increases in self-efficacy for fourth graders generalized in a systematic fashion to cognitive tasks similar in nature to paired-associate learning (e.g., vocabulary learning). These results were discussed within a developmental model of learning incorporating memory-monitoring as a mediating variable for both strategic learning and self-efficacy.

Journal Title

Psychological Reports

Volume

60

Issue/Number

2

Publication Date

1-1-1987

Document Type

Article

Language

English

First Page

647

Last Page

658

WOS Identifier

WOS:A1987G862700058

ISSN

0033-2941

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