The role of metacognitive competences in the development of school achievement among gifted adolescents

Tibken, Catharina; Richter, Tobias; Linden, Nicole von der; Schmiedeler, Sandra; Schneider, Wolfgang

doi:10.1111/cdev.13640

Cited by 24 publications

(12 citation statements)

References 87 publications

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“…Comparing the two groups, TD and STEMM experts’ views aligned well: TD experts commented on these aspects, and STEMM experts often provided examples in their own talent journey reflecting each aspect. The role of metacognition and socioemotional skills in talent development has been gaining more attention in talent research 44,86 . In addition, several TD and STEMM experts emphasized the importance of adaptive perseverance, which requires an individual to differentiate situations where they should persist and where they should give up.…”

Section: Discussionmentioning

confidence: 99%

Developing eminence in STEMM: An interview study with talent development and STEMM experts

Luo

Stoeger

2023

Annals of the New York Academy of Sciences

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In the present day, we need outstanding scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as climate change, water contamination, and cyber security. Naturally, we ask the question: What does it take to develop eminence in science, technology, engineering, mathematics, and medical science (STEMM)? To answer this question, we interviewed two relevant groups of experts: 14 talent development researchers and 14 STEMM experts. The interview questions were developed based on the theoretical framework of the Actiotope Model of Giftedness and the related educational and learning capital approach that differentiates five types of exogenous resources (educational capital) and five types of endogenous resources (learning capital) that feed into talent development toward eminence. The results show that all types of capital were regarded as important by the experts for developing eminence in STEMM. However, there were also differences. We describe the educational and learning capital that talent development researchers and STEMM experts considered to be important for talent development in STEMM, as well as the similarities and differences between the two groups. K E Y W O R D S expert interview, qualitative research, STEMM education, talent developmentWe need excellent scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as pandemics, climate change, water contamination, and cyber security. What does it take to develop excellence and eminence in science, technology, engineering, mathematics, and medical science (STEMM)? To answer this question, we decided to turn to two groups of experts: talent researchers and STEMM experts.We selected the first group of experts, talent researchers, because they have devoted their careers to studying talent development and giftedness. Over the decades, researchers have been interested in exceptional individuals, such as Nobel Laureates, eminent scientists

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Section: Discussionmentioning

confidence: 99%

Developing eminence in STEMM: An interview study with talent development and STEMM experts

Luo

Stoeger

2023

Annals of the New York Academy of Sciences

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“…Second, the effect size of gifted and talented students (2.061) was larger than that of the full range of students (0.577) at student ability. Gifted and talented students can objectively and accurately understand their level of content knowledge and learning styles (Tibken et al, 2022). They recognize their strengths and weaknesses related to learning and listen to the explanations and opinions of their peers.…”

Section: Discussionmentioning

confidence: 99%

A Meta-Analysis of Cognitive and Affective Outcomes of Havruta Learning

Yoon¹

2023

JCT

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The purpose of this study was to investigate effects of havruta learning through meta-analysis. Eighteen eligible experimental studies were obtained through a systematic literature review and then coded. An overall effect size was computed while moderator analyses were also conducted. This meta-analysis indicated that the overall effect size for all studies was 0.824. Moderator analysis showed statistically significant differences by moderating variables in study characteristics, methodological characteristics, design characteristics, and outcome characteristics. Results included that the effect size of the cognitive domain was larger than that of the affective domain. Regarding school levels, elementary school, secondary school, college, and kindergarten were in descending order of effect sizes. These findings could present a basis for developing effective programs grounded in empirical evidence.

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“…These findings indicate that teachers recognize cognitive skills as the most important characteristics of giftedness. Furthermore, openness to experience is relevant, and due to the content of the indicators of openness (i.e., the items), it is possible to infer that giftedness is related to openness for ideas as well as curiosity or need for cognition (i.e., typical investment traits; see, for example, Meier et al, 2014; Tibken et al, 2022), and divergent thinking as one aspect of creativity (see Kim, 2006). And although academic self-concept was not significant in the full model, it showed a significant association with the giftedness judgment when school achievement was not controlled for, indicating also the role of motivation.…”

Section: Discussionmentioning

confidence: 99%

Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study

Golle

Schils

Borghans

et al. 2022

Gifted Child Quarterly

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Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers ( N = 1,304) who were asked whether or not they thought the students ( N = 26,720) in their class were gifted. We investigated students’ cognitive and noncognitive attributes as well as demographic factors that might be relevant for this judgment. In sum, the findings revealed that teachers considered students to be gifted when, in comparison with their peers, students were superior in cognitive domains, especially with respect to academic achievement, scored higher on openness to experience and lower on agreeableness, were male, were younger, and came from families with higher parental education. These findings are discussed in relation to research on teacher nominations, teachers’ representations of giftedness and gifted students, and theoretical conceptions of giftedness.

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The role of metacognitive competences in the development of school achievement among gifted adolescents

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri butio n-NonCo mmerc ial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 24 publications

References 87 publications

Developing eminence in STEMM: An interview study with talent development and STEMM experts

Developing eminence in STEMM: An interview study with talent development and STEMM experts

A Meta-Analysis of Cognitive and Affective Outcomes of Havruta Learning

Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study

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