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Issues in the measurement of metacognition

There were no differences attributable to gender on students' metacognitive
estimates, so these data were pooled for further analysis. The knowledge
monitoring scores were correlated with the total math score on the Metropolitan
Achievement Test (1985) obtained from the students' records. The correlations
are displayed in Table 4. The last row in that table represents the number correct
on the math test. The + + and - -scores were combined to indicate correct
estimates of students' ...