The roles of intelligence and metacognitive quality as predictors of math performance turn around between ages 13 and 15¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2010 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
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q3 i? In the youngest group intellectual ability is the most important predictor of math performance, whereas in the oldest group the unique contribution of metacognitive quality outweighs that of intelligence. → Van der Stel 2010
Evidence¶
Van der Stel 2010¶
Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective. ZDM Mathematics Education, 42, 219–229. https://doi.org/10.1007/s11858-009-0224-2
q3 · i? · associational · r2
Regression-based variance decomposition (Table 5) for both age groups; the Results section states the contribution of metacognitive quality "outweighs the unique contribution of intellectual ability" in the older group.
"In the youngest group, intellectual ability is the most important predictor of math perfor- mance, whereas in the oldest group the contribution of the quality of metacognition outweighs the unique contribution of intellectual ability."
Discussion¶
Learner Variables¶
- General Cognitive Ability — predictor: learners who differ on it differ in outcomes
- Metacognition — predictor: learners who differ on it differ in outcomes
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The mixed model holds for metacognitive quality in both age groups: metacognitive skillfulness contributes uniquely to math performance on top of intelligence — related
- Metacognitive skillfulness develops alongside, but not fully dependent on, intellectual ability, in line with the monotonic development hypothesis — related
- Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15) — related
- Metacognitive components differ in developmental trajectory: planning and evaluation grow in quantity and quality, orientation quantity decreases, and elaboration grows in frequency but not quality — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
intelligence-metacognition-predictor-turnaround |
title |
The roles of intelligence and metacognitive quality as predictors of math performance turn around between ages 13 and 15 |
description |
The roles of intelligence and metacognitive quality as predictors of math performance turn around between ages 13 and 15 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — van-der-stel-2010 |
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