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The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance

Alexander, Patricia A., Judy, Judith E.·1988·Review of Educational Research

DOI 10.3102/00346543058004375

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Abstract

This paper presents the results of an extensive review of the literature that relates to the interaction of domain-specific and strategic knowledge on academic performance. Our objectives in this review were to: (a) provide a critical analysis of that literature, (b) present hypotheses about the interaction between domain-specific and strategic knowledge as presented in the research, and (c) offer recommendations for future investigations on the interaction of domain-specific and strategic knowledge.

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See all 728

Authors: Alexander, P. A., & Judy, J. E.
Affiliations: Texas A&M University (US)
California State Polytechnic University (US)
ORCID: Alexander, Patricia A.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 1988-12
Volume: 58
Issue: 4
Pages: 375-404
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543058004375
OpenAlex: W2144569783
Cited by: 728
References: 97
Citations by year: 2026: 9 · 2025: 11 · 2024: 12 · 2023: 95 · 2022: 20 · 2021: 13 · 2020: 18 · 2019: 16 · 2018: 21 · 2017: 19 · 2016: 53 · 2015: 23 · 2014: 14 · 2013: 22 · 2012: 21
FWCI: 22.29
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: domain knowledge, strategic knowledge, academic performance, metacognition, knowledge interaction, learning strategies

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The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance

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