Publications of Beth E. Kurtz

Carr, M., & Kurtz, B. E. (1991). Teachers' perceptions of their students' metacognition, attributions, and self-concept. British Journal of Educational Psychology, 61, 197–206.

Kurtz, B. E., Schneider, W., Carr, M., Borkowski, J. G., & Rellinger, E. (1990). Strategy Instruction and Attributional Beliefs in West-Germany and the United-States - Do Teachers Foster Metacognitive Development. Contemporary Educational Psychology, 15, 268–283.

Kurtz, B. E., & Weinert, F. E. (1989). Metamemory, Memory Performance, and Causal Attributions in Gifted and Average Children. Journal of Experimental Child Psychology, 48, 45–61.

Kurtz, B. E., & Schneider, W. (1988). The effects of age, study time, and importance of text units on strategy use and memory for texts. European Journal of Psychology of Education, 3, 191–199.

Kurtz, B. E., & Borkowski, J. G. (1987). Development of Strategic Skills in Impulsive and Reflective Children - a Longitudinal-Study of Metacognition. Journal of Experimental Child Psychology, 43, 129–148.

Schneider, W., Borkowski, J. G., Kurtz, B. E., & Kerwin, K. (1986). Metamemory and motivation: A comparison of strategy use and performance in German and American children. Journal of Cross-Cultural Psychology, 17, 315–336.

Kurtz-Costes, B. E., & Schneider, W. (1994). Self-Concept, Attributional Beliefs, and School-Achievement - a Longitudinal Analysis. In Contemporary Educational Psychology (Vol. 19, pp. 199–216). SAN FRANCISCO, CA.