Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective

Stel, Manita van der; Veenman, Marcel V. J.

doi:10.1007/s10212-013-0190-5

Cited by 98 publications

(64 citation statements)

References 46 publications

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“…This supports the previous line of research, which found that education and development leads to metacognition becoming partly independent from intelligence ( Van der Stel & Veenman, 2014; and to the children gaining better metacognitive accuracy (Finn & Metcalfe, 2014;Flavell, 2000;Roebers et al, 2014;Van Loon et al, 2017). We found that both (performance and calibration) feedback ameliorated children's monitoring accuracy.…”

Section: Discussionsupporting

confidence: 81%

“…These findings further support the mixed model of metacognition and intelligence (Van der Stel & Veenman, 2014;Veenman et al, 2004;. We can see the influence of fluid intelligence on the accuracy of metacognitive monitoring under conditions where there is no intervention, but the effect of intelligence fades due to the feedback.…”

Section: Discussionsupporting

confidence: 71%

“…In the second, contrasting model, intellectual ability and metacognition are regarded as entirely independent predictors of learning, that is, as entirely separate toolboxes (Swanson, 1990). Finally, according to the mixed model, metacognition is related to intellectual ability to a certain extent, but it also has a surplus value on top of the intellectual ability for the prediction of learning (Van der Stel & Veenman, 2014;Veenman, Kok, & Blöte, 2005;Veenman, Wilhelm, & Beishuizen, 2004). The independence and mixed models imply that metacognition can be fostered regardless of intelligence, suggesting the efficacy of metacognitive training for children with a whole range of intellectual abilities.…”

Section: Intelligence and Metacognitionmentioning

confidence: 99%

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Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child's development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionsupporting

confidence: 71%

Section: Intelligence and Metacognitionmentioning

confidence: 99%

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Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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“…In consistency with the notion that regulation of cognition develops slowly and might not be completely operative even in adults (Lai, 2011;Van der Stel & Veenman, 2014;Veenman & Spaans, 2005;Weil et al, 2013), students reported moderate use of metacognitive regulation in doing school work or home work.…”

Section: Metacognitionsupporting

confidence: 76%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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“…The teacher-specific variables relate to the style of teaching in the instruction process. With regard to learning, influential variables include previous knowledge of the task to be learnt, task-related motivation, and learning skills among which metacognitive skills stand out (Flavell, 1981;Efklides, 2011;Van der Stel and Veenman, 2014;Sáiz and Montero, 2015).…”

mentioning

confidence: 99%

Effects of Different Types of Rubric-Based Feedback on Learning Outcomes

et al. 2017

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Nowadays in higher education, the teaching procedures that lead to better learning outcomes (LO) require continuous analysis. Rubrics such as teaching feedback procedures have demonstrated their effectiveness at heightening the reflection of university students on their own practice. The aims were (1) to study the effects of different types of rubric-based feedback [from process-oriented feedback to traditional feedback] on LO and on student perceptions of subject matter knowledge (SPKI) after training in a comparison between students in engineering and students in the social sciences; (2) to analyze the relation between metacognitive skills and motivation with LO and SPKI; and (3) to validate the results with structural equation modeling (SEM). The study comprised a total of 171 university students (n = 80 from the mechanical engineering degree and n = 91 from social sciences degree). A quasi-experimental design with a control group was used to test aim 1 and a descriptive correlational design to test aim 2. SEM was applied to validate the results (aim 3). Significant differences were found between both types of rubric-based feedback (process-oriented v. traditional) in relation to LO, though not in relation to SPKI. The effects of the degree type were noted in LO but no in SPKI. Likewise, a relation between SPKI and motivation skills was found in engineering students. Accordingly, the type of degree and the characteristics of the subject modules appear to be determining factors in successful learning, while SPKI is directly linked to motivation skills. The SEM results validated these conclusions.

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Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective

Cited by 98 publications

References 46 publications

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Effects of Different Types of Rubric-Based Feedback on Learning Outcomes

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