## Abstract

This study examined how a metacognitive strategy known as self-explanation influences word problem solving in elementary school children. Participants were 79 sixth-graders. They were assigned to one of three groups: the self-explanation group, the self-learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self-explanation group outperformed students in the other two groups on both the ratio word problem test and on the transfer test. In addition, high explainers who generated more self-explanations relating to deep understanding of worked-out examples outperformed low explainers on both ratio word problem and transfer tests. The self-explanation effect is discussed.

Original language | English |
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Pages (from-to) | 222-233 |

Number of pages | 12 |

Journal | Japanese Psychological Research |

Volume | 49 |

Issue number | 3 |

DOIs | |

Publication status | Published - Sep 2007 |

## All Science Journal Classification (ASJC) codes

- Psychology(all)

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