Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance

Ohtani, Kazuhiro; Hisasaka, Tetsuya

doi:10.1007/s11409-018-9183-8

Cited by 204 publications

(154 citation statements)

References 48 publications

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“…Therefore, metacognitive skills are positively related to learning performance and achievement (e.g., Veenman et al 2005) or motivation (e.g., Zepeda et al 2015). Additionally, research has shown metacognitive skills to enhance performance across several domains (e.g., Carretti et al 2014;Ohtani and Hisasaka 2018;Zepeda et al 2019). Thus, metacognitive skills are task-general (e.g., Donker et al 2014;Schraw et al 1995;Schraw and Nietfeld 1998;Veenman et al 1997;Veenman and Verheij 2003).…”

Section: The Role Of Metacognitive Skills In Self-regulated Learningmentioning

confidence: 99%

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Schuster

Stebner

Leutner

et al. 2020

Metacognition Learning

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Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed.

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Section: The Role Of Metacognitive Skills In Self-regulated Learningmentioning

confidence: 99%

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Schuster

Stebner

Leutner

et al. 2020

Metacognition Learning

View full text Add to dashboard Cite

show abstract

“…Figure 1 shows the hypothesized model of the present study. Since intelligence must be considered when estimating metacognition’s ability to predict academic performance (Ohtani and Hisasaka, 2018), and mathematical reasoning ability could reliably predict success in mathematics attainment (Adegoke, 2013), we brought reasoning ability representing intelligence into our model as a controlled variable.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation

Tian

Fang

2018

Front. Psychol.

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Metacognition, self-efficacy, and motivation are important components of interaction in self-regulated learning (SRL). However, the psychological mechanism underlying the association among them in mathematical learning remained ambiguous. The present study investigated whether the relationship between metacognitive knowledge (MK) and mathematics performance can be mediated by self-efficacy and motivation. The sample comprised 569 students (245 male, Mage = 16.39, SD = 0.63) of Grade 10 in China. The MK in mathematics questionnaire, the self-efficacy questionnaire, the academic motivation scale, Raven advanced progressive matrix, and mathematics tests were used for data collection. Our results suggested that the mathematics performance could be predicted by MK, self-efficacy and intrinsic motivation. Moreover, the association between MK and mathematics performance was mediated by self-efficacy and intrinsic motivation, as revealed by a multiple mediation analysis. Additionally, there were sex differences in MK, self-efficacy and intrinsic motivation. The findings highlight the psychological mechanism in the mathematics of Chinese students and will help teachers to improve students’ mathematical learning in SRL framework more effectively. Implications for education and further studies are discussed.

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“…Correlation is significant at the 0.01 level (2 -tailed). Researches state that medical students have higher levels of metacognitive abilities and academic achievement than non medical or [14,15] other professional colleagues . Students who have high metacognition score are more organized, good planners, and complete tasks on time.…”

Section: Discussionmentioning

confidence: 99%

“…A m o n g s t u d e n t s m e t a c o g n i t i v e s k i l l s [21] correlated strongly with performance . Some authors have argued that metacognitive awareness is more related to performance than [22,23] intelligence . Our study found that female medical students have better MARSI scores and this is confirmed [24] in other studies .…”

Section: Discussionmentioning

confidence: 99%

Assessment of Medical Students’ Metacognitive Awareness of Reading Strategies and Its Relation With Academic Performance: A Cross Sectional Study at Aziz Fatima Medical and Dental College, Faisalabad

Ullah

Parvez

et al. 2020

JUMDC

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ABSTRACT BACKGROUND & OBJECTIVE: Students reading strategies strongly influence their academic performance. Our study aimed to determine medical students' metacognitive awareness during reading strategies and its relation with their academic scores. METHODOLOGY: Study was done among third year MBBS students of Aziz Fatima Medical College Faisalabad. Students previous years academic achievement information was collected and they also filled questionnaire on metacognition regulation by the Metacognitive Awareness Reading Strategies Inventory. Convenient sampling was used for this study. The data were analyzed in SPSS 20. In our study the independent variable was metacognitive score while previous professional examination marks were taken as the dependent variable.Standard deviation and mean were used for the descriptive data. For categorical data, percentage and frequencies were used. RESULTS: Different reading strategies employed by medical students in relation to metacognition were our main focus in the study. Metacognition was taken as score measured by a 30 item MARSI scale and their academic performance measured in terms of total marks obtained in the last professional examination held by the University. Total 101 out of 110 students from 3rd year MBBS class were enrolled in the study and the response rate was 92%. Forty one (41) respondents were females and sixty (60) respondents were male the mean± SD age of students was 21.05±0.74. CONCLUSION: All dimensions of metacognition are positive and strongly correlated with each other’s. Higher the score in one dimension will cause positive change in other dimension score and vice versa.

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Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance

Cited by 204 publications

References 48 publications

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning: an experimental training study

The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation

Assessment of Medical Students’ Metacognitive Awareness of Reading Strategies and Its Relation With Academic Performance: A Cross Sectional Study at Aziz Fatima Medical and Dental College, Faisalabad

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