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Educational and Psychological Measurement
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The Relationship between Academic Achievement and Metacognitive Comprehension Monitoring Ability of Spanish Secondary School Students

Jose Otero

Universidad de Alcala, Madrid, Spain

Juan Miguel Campanario

Universidad de Alcala, Madrid, Spain

Kenneth D. Hopkins

University of Colorado at Boulder

A measure of metacognitive comprehension monitoring ability (CMA) was developed to determine whether this ability was related to academic achievement, as measured by marks (GPA) in several high school courses in Spain. CMA was found to be significantly related to GPA, although the correlations were not high, and decreased with grade level. CMA was highly related to grade level; an effect size of 1.0 was observed between mean scores at Grade 10 and Grade 12. CMA appears to have no relationship with gender.

Educational and Psychological Measurement, Vol. 52, No. 2, 419-430 (1992)
DOI: 10.1177/0013164492052002017
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