TY  - JOUR
A1  - Kuzle, Ana
T1  - Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving
JF  - Mathematics Education Research Journal
N2  - The important role that metacognition plays as a predictor for student mathematical learning and for mathematical problem-solving, has been extensively documented. But only recently has attention turned to primary grades, and more research is needed at this level. The goals of this paper are threefold: (1) to present metacognitive framework during mathematics problem-solving, (2) to describe their multi-method interview approach developed to study student mathematical metacognition, and (3) to empirically evaluate the utility of their model and the adaptation of their approach in the context of grade 2 and grade 4 mathematics problem-solving. The results are discussed not only with regard to further development of the adapted multi-method interview approach, but also with regard to their theoretical and practical implications.
KW  - Metacognition
KW  - Multi-method interview approach
KW  - Mathematics problem-solving
KW  - Elementary school students
Y1  - 2018
U6  - https://doi.org/10.1007/s13394-017-0227-1
SN  - 1033-2170
SN  - 2211-050X
VL  - 30
IS  - 2
SP  - 185
EP  - 207
PB  - Springer
CY  - Dordrecht
ER  - 
TY  - JOUR
A1  - Soemer, Alexander
A1  - Schiefele, Ulrich
T1  - Reading amount as a mediator between intrinsic reading motivation and reading comprehension in the early elementary grades
JF  - Learning and individual differences
N2  - Previous research suggests that children's growth in reading abilities is positively related to their intrinsic reading motivation and the amount of spare time reading. Furthermore, a number of previous studies point to the possibility that spare time reading amount mediates the positive association between intrinsic reading motivation and reading comprehension. However, to date, most of the available evidence for a mediation model is either cross-sectional and/or limited to late elementary and secondary school students, whereas the early elementary grades have only rarely been targeted in longitudinal studies. Accordingly, the present study investigated longitudinal relations between intrinsic reading motivation, reading amount, and reading comprehension in the early elementary grades with a particular focus on the potential mediator role of reading amount. Evidence was found for partial mediation by reading amount between reading comprehension and later intrinsic reading motivation. However, there was no evidence for (partial or full) mediation by reading amount between intrinsic reading motivation and later reading comprehension. It is concluded that in the process of becoming more sophisticated readers, early elementary students read more frequently in their spare time, and this makes reading more rewarding for them in the long run. In contrast, the potentially positive effect of spare time reading on later reading comprehension seems to be either non-existent or too weak to be reliably detected over longer time frames.
KW  - Reading motivation
KW  - Reading comprehension
KW  - Elementary school students
KW  - Longitudinal study
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.06.006
SN  - 1041-6080
SN  - 1873-3425
VL  - 67
SP  - 1
EP  - 11
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Schiefele, Ulrich
A1  - Stutz, Franziska
A1  - Schaffner, Ellen
T1  - Longitudinal relations between reading motivation and reading comprehension in the early elementary grades
JF  - Learning and individual differences
KW  - Reading motivation
KW  - Reading comprehension
KW  - Elementary school students
KW  - Longitudinal study
Y1  - 2016
U6  - https://doi.org/10.1016/j.lindif.2016.08.031
SN  - 1041-6080
SN  - 1873-3425
VL  - 51
SP  - 49
EP  - 58
PB  - Elsevier
CY  - Amsterdam
ER  -