ABSTRACT
The empirical data evidence on the relations between cognition strategies, metacognition strategies and academic performance is provided with the Taiwan Assessment of Student Achievement (TASA). Using the TASA 2013, the relations between learning strategies and academic performance for junior high school students are explored. The results show that the girls are better in employing memorization and control strategies than the boys. Memorization strategy and control strategy can best predict junior high school students’ academic performance. Using the TASA 2014, the relations between metacognition strategies and academic performance for senior high school students are explored. The results show that the female senior high school students are better than the male senior high school students on self-regulated learning and feedback management; male senior high school students outperform female high school students on self-efficacy. According to the results, some suggestions are provided at the end of this chapter.
