Abstract
Abstract This study explored the interrelations between cultural-familial factors and measures of metacognitive and academic performance in second-grade children (n= 154). Information concerning socioeconomic status (SES), ethnicity, family structure, and parental behavior were collected from each child. In addition, data concerning metacognitive functioning, GPAs, and CTBS scores were also obtained. A MANCOVA revealed that the ethnic differences which were apparent for metacognitive and academic measures completely disappeared when SES was treated as the independent variable with ethnicity as its covariate. Furthermore, the evidence indicated that different cultural-familial backgrounds systematically relate to the variety of metacognitive experiences that are available to children. A multiple regression analysis revealed that SES, family size, and parental assistance on homework (but not ethnicity), all contribute to the development of metacognition. These findings corroborate assertions (e.g., Scarr-Sa...
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