The Effects of Intelligence,Self-Concept,and Attributional Style on Metamemory and Memory Behaviour

Abstract

The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behaviour relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 150 children from each of grades 3 and 5 were given a metamemory interview and a sort-recall task. Metamemory, strategy, and recall scores increased with age. Causal modelling (LISREL) analyses using latent variables were conducted to assess the effects of the constructs intelligence and "hope of success" (i.e., the attributional and self-concept variables) on metamemory and memory behaviour. Hope of success significantly influenced metamemory and memory performance in the older children, but not in third graders. However, intelligence had an impact on metamemory in all age groups. But since metamemory still had a significant direct effect on memory behaviour, the study provides support for the assumption that metamemory remains an important predictor of memory behaviour even after the influence of conceptually related constructs has been taken into account.

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