Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains

Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?

“…When a metacognition trait is placed concurrently with Gf, it extracts considerably the intelligence's variance, decreasing the strength of the Gf-General Academic Achievement and Gf-Specific Academic Achievement relationship. So, this paper holds the assumption that metacognition is as important as, or more important than intelligence to explain academic achievement, in accordance with the metacognitive literature regarding academic achievement and learning outcomes (Van der Stel & Veenman, 2008;Veenman & Verheij, 2003;.…”

“…Secondly, the findings of this work point to a direction neither supporting that metacognition is strictly domain-general (Schraw & Neitfeld, 1998;Van der Stel & Veenman, 2008;Veenman & Verhiej, 2003;Veenman et al, 1997), nor considering it as strictly domain specific (Desoete & Roeyers, 2002;Glaser et al, 1992;Kelemen et al, 2000). Theresults suggest that metacognition can be eitherdomain-general ordomain-specific, or both.…”

“…Some studies have shown that metacognition is as important as, or more important than intelligence to explain academic achievement and learning outcomes (Van der Stel & Veenman, 2008Veenman, 1993;Veenman, Kerseboom & Imthorn, 2000;Veenman & Spaans, 2005;Veenman & Verheij, 2003;Veenman, Wilhelm & Beishuizen, 2004).…”

“…The third model, labeled the mixed model, assumes that intelligence and metacognition are somehow correlated, but they maintain their own unique contribution to the prediction of learning performance (Veenman, Elshout, & Meijer, 1997;Veenman, Kok, & Blöt, 2005). Veenman and Verheij (2003), , and Van der Stel and Veenman (2008) recognize that there is evidence in favor of these three models, but their studies have shown that metacognitive skills are as important as, or more general than intelligence to explain academic achievement and learning outcomes, and that intelligence and metacognition are correlated, which would support the third model.…”

Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

“…Knowledge about potentially useful strategies, personal weaknesses, and interactions between task demands and strategies, directly influence strategy use hence indirectly affecting learning outcomes (Schneider et al, 1998;Van der Stel & Veenman, 2008;Veenman & Spaans, 2005). Precise procedural metacognitive skills, such as accurate monitoring of correct and incorrect answers, precede an efficient and successful search for committed errors (Roebers et al, 2009).…”