Since the 1990s, an information technology revolution has again created a robust New Economy.

In the 1940s and 1950s, automation and advances in electronics and chemicals created a new national corporate, mass-production economy. In the 1890s, the development of electricity and cheap steel led to a new, factory-based economy. These economic transformations are powered by the emergence of waves of new technologies. If we are to control our future, we must understand this process of change. Throughout American history, periodic cycles of economic change have fundamentally reordered the way we work, the organization of business and markets, the role of government, and even the nature of politics. It is suggested that the main objective of these programmes should be to foster students' reflection on their own learning. This paper concludes with a discussion on the implications of the results for ‘learning to learn˚s programmes. A cluster analysis also unfolded five metacognitive profiles: these profiles associate different performance levels with students' metacognitive knowledge characteristics, their learning conception and their attribution modes.

Their metacognitive knowledge also seemed more structured and hierarchically organised for instance, high achieving students describe more frequently their cognitive strategy as a complex sequence including several relationships (temporal, alternative, etc.). In particular, it was found that high achieving students seem to be aware of more cognitive rules and to evoke metacognitive knowledge about cognitive processes and cognitive results more frequently (for instance, justification of a cognitive rule by an anticipated cognitive result). In a sample of 35 economics students, a relationship was found between performance and some students' metacognitive knowledge characteristics. This paper explores in particular the relationship between students' metacognition and their academic performance. Using data from structured interviews, the investigation examines the way university students describe, judge and justify their cognitive strategies. This study is part of an exploratory research project on first-year university students' metacognition.

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