Relationships of Cognitive and Metacognitive Learning Strategies to Mathematics Achievement

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The Journal of Genetic Psychology, 2013, 00(00), 1–7 C Taylor & Francis Group, LLC Copyright

BRIEF REPORT Relationships of Cognitive and Metacognitive Learning Strategies to Mathematics Achievement in Four High-Performing East Asian Education Systems SHALJAN AREEPATTAMANNIL IMELDA S. CALEON National Institute of Education, Nanyang Technological University, Singapore

ABSTRACT. The authors examined the relationships of cognitive (i.e., memorization and elaboration) and metacognitive learning strategies (i.e., control strategies) to mathematics achievement among 15-year-old students in 4 high-performing East Asian education systems: Shanghai-China, Hong Kong-China, Korea, and Singapore. In all 4 East Asian education systems, memorization strategies were negatively associated with mathematics achievement, whereas control strategies were positively associated with mathematics achievement. However, the association between elaboration strategies and mathematics achievement was a mixed bag. In Shanghai-China and Korea, elaboration strategies were not associated with mathematics achievement. In Hong Kong-China and Singapore, on the other hand, elaboration strategies were negatively associated with mathematics achievement. Implications of these findings are briefly discussed. Keywords: cognitive learning strategies, control strategies, elaboration strategies, Hong Kong-China, Korea, mathematics achievement, memorization strategies, metacognitive learning strategies, PISA, Shanghai-China, Singapore

Address correspondence to Shaljan Areepattamannil, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore; shaljan.a@nie. edu.sg (e-mail). 1

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