Abstracts - Earli

optimism in boys and uncertainty in girls, which may have an important bearing on observeddifferences between later mathematical interest and proficiency. Correlations between MCK andME were low, indicating that they capture notably different aspects of metacognition. Preliminarypath analyses revealed that ME had a significant relation to MPS only within the same taskcontext, but MCK was directly related also to later MPS. Multi-level analyses comprising the fulllongitudinal data will be presented at the conference, and discussed in relation to previous researchevidence and educational implications.The role of metacognitive skills in different types of learning tasks in the domain of math.Marcel V. J. Veenman, University Amsterdam & Leiden, NetherlandsHenriette van Vredenburgh, Leiden University, NetherlandsBernadette H. A. M. Van Hout-Wolters, University of Amsterdam, NetherlandsInstruction Learning Episodes (ILEPs) are different types of learning tasks, characterized by beingeither productive or reproductive of nature, by being either knowledge or skill based, by beingmetacognitive or not, and by aiming at near or far transfer. This study is an improved replicationof an earlier study, and it focuses on how different ILEPs within the discipline of mathdifferentially draw on metacognitive skills. Twenty 14-15 yrs old secondary-school studentscompleted a series of probability-calculus tasks while thinking aloud, with each task representing adifferent ILEP. Metacognitive activities were assessed for each ILEP task through protocolanalyses. Results show a differentiation in metacognitive activity between ILEPs.The role of self-perceived metacognitive knowledge, skills, and attitudes, in learning mathematicsDirk Tempelaar, Maastricht University, NetherlandsIn this empirical study, we investigate the relationships between self-perceived effort in learning,measured effort in learning, and learning outcomes at the one side, and a range of self-reportmeasures related to achievement motivation, implicit theories about intelligence, andmetacognition, at the other side, of university students learning mathematics and statistics. Theprime focuses of the study are the investigation of both the dependency of metacognitive selfperceptionson implicit theories, as well as the explanatory power of metacognition for subjectspecific achievement motivations, which in their turn explain effort and performance. Implicittheories are meaning systems about personal attributes as e.g. intelligence (Dweck, 2000).Prototypical examples are the concept of entity theory, that assumes intelligence to be a fixed,nonmalleable traitlike entity, and the concept of incremental theory, where intelligence isportrayed as something that can be increased through one’s efforts. Students’ metacognitiveabilities are operationalised by the recently developed self-report instrument Awareness ofIndependent Learning Inventory (Elshout-Mohr et al., 2005; Tempelaar, 2006), that presumesmetacognition to be a three dimensional construct, comprising knowledge, skills, and attitudes.Expectancy-value models form the basis of an instrument measuring achievement motivations andself-perceived effort (Schau et al, 1995; Tempelaar et al, 2007). Schau’s expectancy-value modeldistinguishes two expectancy factors dealing with students’ beliefs about their own ability andperceived task difficulty, a construct expressing subjective task-value, an affective task-relatedattitude, and the constructs interest and effort. Both achievement motivations and self-perceivedeffort are measured ex ante and ex post, in order to be able to observe developments during thelearning episode. The relationships are investigated using structural equation modelling. Subjectsin this study are 1500 first year students in an economics or business program, participating in anintroductory course mathematics and statistics.– 259 –