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The relation between intellectual and metacognitive skills in early adolescence.

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Abstract

The first objective of this study was establishing to what extent metacognitive skill is associated with intelligence. As a second objective, the impact of hints on the execution of metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills during performance on a representative school task. First, a standardized intelligence-test was administered to a group of first-year secondary-school students. Next, these students solved six math word problems, three without metacognitive hints and three including these hints. Metacognitive skilfullness was assessed through systematical observation, while learning performance consisted of performance on a math task and grade point average (GPA). Results show that without hints metacognitive skilfulness is the main predictor of initial learning, while intelligence additionally enters the regression equation after the presentation of metacognitive hints. GPA also appears to be predicted by a combination of intellectual and metacognitive skills. Consequences for the early acquisition of metacognitive skills are discussed.

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Authors and Affiliations

  1. Department of Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333, AK Leiden, The Netherlands

    Marcel V. J. Veenman

  2. Graduate School of Teaching and Learning, University of Amsterdam, The Netherlands

    Marcel V. J. Veenman

  3. Department of Developmental and Educational Psychology, Leiden University, The Netherlands

    Rosalie Kok & Anke W. Blöte

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  1. Marcel V. J. Veenman
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  2. Rosalie Kok
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Correspondence to Marcel V. J. Veenman.

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Veenman, M.V.J., Kok, R. & Blöte, A.W. The relation between intellectual and metacognitive skills in early adolescence.. Instr Sci 33, 193–211 (2005). https://doi.org/10.1007/s11251-004-2274-8

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