The Motivated Strategies for Learning Questionnaire (MSLQ) is an internationally recognized survey instrument that measures motivational beliefs, cognitive and metacognitive strategies
, and self-regulated learning strategies (Duncan & McKeachie, 2005).
Interestingly though, Moss found that 20% of mothers in her research verbalized and modeled metacognitive strategies
when their children were as young as 24 months old, suggesting that some mothers of even very young children may engage in scaffolding metacognitive thinking.
It is interactive because it involves hypertext links through which browsing take place; it is strategic because surfers have information to find that orients their choice of links and they use different cognitive and metacognitive strategies
and skills while they are following a path; it is adaptable since surfers change their strategies according to the design characteristics of different content structures.
Both teachers and students demonstrated improved ability to effectively use metacognitive strategies
in their teaching and learning.
In addition to assessing these processes, analyzing the metacognitive strategies
that children use in learning situations seems important for an analysis of school performance in early childhood.
Given the importance of teaching metacognitive strategies
to students with LD (Gersten et al.
Engage the attention of struggling readers with memorable, creative, and often whimsical metacognitive strategies
Interestingly/surprisingly and contrary to claims maintained in literature relating strategy use to proficiency level the present findings show that beginners use not only few strategies in general but also few metacognitive strategies
(in fact, only one) than more advanced students do (cf.
When dealing with memory deficits, students with ADHD are unable to hold the directions for simple metacognitive strategies
in their memory long enough to practice them (Borkowski et al.
make learning relevant and more engaging for students and teachers.
This will also mean encouraging students to use metacognitive strategies
to explore their own ideas on the nature of mathematics.
In support of Ellis's (1997) findings, Maimon (2001) demonstrated benefits of culturally based metacognitive strategies
for improving the writing skills of students from a non-English speaking background.