The Impact of Race on Teachers' Judgments of Students' Metacognitive Ability

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-3 - Motivational and Cognitive Processes: Teachers' Beliefs, Judgments, and Knowledge

Abstract

This study investigated teachers’ ratings of student metacognition given the centrality of metacognitive skills for successful learning and because of the functional role that teachers have in helping to develop these skills in students. Teachers (N = 51) rated students’ (N = 826) metacognitive abilities at both the beginning and end of the school year. Students completed the MSI and Gates MacGinitie at both the beginning and end of the school year and student achievement data was collected from end of grade tests. Two major findings emerged: Teacher ratings were more strongly correlated with students achievement that metcognitive knowledge and teachers’ judgments of students differ between black and white students, with black students being judged as less metacognitive.

Authors

• Daniell DiFrancesca, Lawrence University

• John L. Nietfeld, North Carolina State University