Home environment, metamemory, motivation, and memory performance in young school children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sarah Helen Pierce (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Garrett Lange

Abstract: This study examined a theoretical model of the relationships among qualities of young school-age children's home environments, children's memory knowledge and mastery-motivation, and children's proficiency in performing cognitive tasks. Seventy-eight 2nd- and 3rd-graders were included in the study. Home environments were assessed with an observation-inventory interview administered during a home visit and a parental questionnaire assessing parental strategic instruction in the home. Metamemory was assessed with a series of open-ended questions administered to the children. Mastery-motivation was assessed with a Likert-type behavior-rating scale completed by the children's teacher. Cognitive performance was assessed with measures of study behaviors and recall performance observed during 2 study-recall memory tasks. Multivariate and regression statistical analyses yielded evidence to support the theoretical relationships between home experiences and the acquisition of memory knowledge and between home experiences and the development of mastery-motivation. Evidence was also found to support the hypothesized mediational effect of metamemory on the relationship between the children's home environment and their recall, and to support the rationale that home experiences influence the acquisition of memory knowledge by facilitating the construction of appropriate mental representations and the internalization of related processes.

Additional Information

Language: English
Date: 1993
Home and school
Metacognition in children
Memory in children
Motivation in education

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