Awareness of a learning process, choosing strategies for a problem, and awareness of semantic content, response strategy, processing strategy, summarization, and memory were amongst the metacognitive factors studied. Boys and girls in four different grades (Grades III, IV, V, VI; N = 252) from urban elementary schools in Japan were administered the Learning Awareness Questionnaire. Older students scored higher on learning awareness than younger students. Girls scored higher on the Learning Awareness Questionnaire than boys, and these students in 2 Japanese elementary schools, in general, had shown improved awareness of their learning.
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