Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 108-111).

Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 108-111). Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64)

Metacognitive awareness plays an important role in students’ learning as well as in teaching and tutoring. The goal of this thesis research is to investigate the relationship between academic tutors’ metacognitive awareness, their student athlete tutees metacognitive awareness and academic performance (by cumulative GPA). Metacognitive awareness in tutors may have a significant influence on tutoring methods and students’ success. The population of tutors and students in the study is represented by 40 pairs of academic tutors and athlete students at one southern U.S. university. Metacognitive Awareness Inventory (MAI) was utilized and adapted for this study. Simple regression analysis results revealed that metacognitive awareness in students can predict their academic performance. Yet, tutors’ metacognitive awareness did not predict students’ metacognitive awareness and their cumulative GPA scores. Additional research with larger samples and via alternative methods as well as implications about potential of tutors’ metacognitive strategies for learners are discussed.