Syftet med denna studie är att undersöka elevers motivation och metakognitiva kunskaper i matematik. Vi har undersökt vilken inställning elever, i årskurs ett på gymnasiet har till matematiken, elevers medvetenhet kring hur de lär sig matematik på bästa sätt samt hur elever ser på sitt lärande och vad de gör för att påverka sitt lärande. I studien har vi också undersökt vilka skillnader eller likheter som finns mellan pojkar och flickor samt mellan elever på ett yrkesinriktat program respektive ett studieförberedande program på gymnasiet. Vi har använt oss av kvantitativ forskningsmetod och strukturerade enkäter. Slutsatser och resultat vi har kunnat dra är att inställningen till matematik som ämne är negativ och studiens resultat pekar på att det inte är några större skillnader mellan elever på yrkesförberedande och studieförberedande program. / The purpose of this study is to investigate students' motivation and metacognitive knowledge in mathematics. We have investigated the attitude students in first grade in high school have towards mathematics, students' awareness of how they learn mathematics best, and how students view their learning and what they do to affect their learning. In our study we also analyzed the differences or similarities between boys and girls and between students at a vocational program or an academic program in high school. We have used quantitative research methods and structured surveys. Conclusions and results we have been able to draw is that the attitude towards mathematics as a subject is negative and the study's results indicate that there are no major differences between students in vocational and academic programs.

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Background: Some women develop symptoms of posttraumatic stress following childbirth. There is preliminary evidence that cognitive variables may be associated with the development or maintenance of these symptoms. Research indicates that symptoms of posttraumatic stress following childbirth may have negative consequences for mother-infant relationship outcomes. However, these may be attributable to comorbid symptoms of depression. Further evidence is required regarding the nature of the relationships between these variables. Methods: An internet based cross-sectional questionnaire design was employed to test hypothesised relationships between maternal attachment experiences, metacognition, symptoms of PTSD and depression and perceptions of the mother-infant bond, in an analogue sample of new mothers. Structural equation modelling was employed for the principal analysis. Results: The final structural model demonstrated a good fit to sample data. Metacognition fully mediated the relationship between attachment experiences and postnatal psychological outcomes. The association between posttraumatic stress and maternal perceptions of the mother-infant bond was fully mediated by depression. Conclusions: Metacognition may have a key role in the development and maintenance of postnatal psychological distress. If clinically significant postnatal depression is identified, screening for posttraumatic stress is strongly indicated.

The purpose of this study was to compare the effects of dialogue journal writing, journal writing without dialogue, and regular classroom instruction on the reading comprehension of college students enrolled in a developmental reading class. Also, the effect of the journal writing on the college students' metacognitive awareness of reading strategies was investigated.The subjects were 77 freshman college students enrolled in six credit/no credit developmental reading classes at a mid-size midwestern university. Two of the classes wrote dialogue journals in which the teacher responded in writing to what the students wrote. The second two classes wrote in journals but received no written feedback. The last two classes received regular class instruction with no journal writing.The Nelson-Denny Reading Test was used as the post test. The results of a three-way analysis of variance with nesting indicated that there was no difference in the reading comprehension scores among the journal writing only, the dialogue journal writing, and the control groups. The results also indicated that there was no difference between the reading comprehension scores of males and females.A second three-way analysis of variance with nesting was conducted using the students' mean responses on the Wingenbach Reading Strategies Questionnaire. The results indicated that there was no significant differences within the classes in each treatment or between the males and females in the three treatment groups.The control group did score greater when contrasted with the two treatment groups on the questionnaire. The dialogue journal group also scored greater than the journal writing only group.The results of this study indicated that journal writing with or without dialogue did not affect the reading comprehension scores of the students in this study. Another finding of this study, suggested that teacher interaction either through additional class time or written dialogue can result in greater metcognitive awareness of reading strategies. / Department of Elementary Education

In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate. / The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension. / These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1994? / Includes bibliographical references (leaves 443-467).

Thesis (Ph.D.)--Baylor University, 2008. / Includes bibliographical references (p. 345-354).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.A.)--Wheaton College Graduate School, 2003. / Abstract. Includes bibliographical references (leaves 35-37).

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed Dec. 9, 2004. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Norma C. Presmeg, Beverly S. Rich. Includes bibliographical references (leaves 179-191) and abstract. Also available in print.