Thinking Boys

This study describes and compares the metacognitive knowledge of academically achieving and underachieving adolescent schoolboys, and examined some strategies, which would be beneficial to underachievers. The sample size was N= 60. Two of the participants, representing each group, were observed in the classroom and subsequently interviewed. All the participants were tested for metacognitive knowledge, using the Motivated Strategies for Learning Questionnaire for metacognitive knowledge. The results indicated that there was a difference in the possession of metacognitive knowledge between the groups; however, the underachieving group apparently possesses more metacognitive knowledge. This book will benefit parents, teachers and student teachers who want to understand the problem-solving skills of adolescent boys. It is also an excellent book fraught with information regarding suggestions about why some boys underachieved in school.