Abstract
This study explores the relationship between measures of academic self-concept and metacognition in three different ethnic groups-Black, Hispanic, and Asian American. The BACEIS model of intellectual performance suggests that cognitive, affective, and environmental factors contribute to academic achievement. In general, this model predicts that academic self-concept and metacognition are correlated and that culturally distinct ethnic groups vary on these measures. The results of this study support the predictions derived from the BACEIS model. Implications for research and instruction are discussed
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
