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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change

Subclaims¶

q3 i? Quantity and quality of planning and evaluation activities increased significantly between 13 and 15 years. → Van der Stel 2010 q3 i? Quantity of orientation activities decreased significantly while orientation quality did not, and elaboration frequency grew without quality growth. → 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

Univariate tests on the four metacognition subscales (Table 2) show significant growth for planning and evaluation; the article reports "a significant growth of both the quantity and the quality of planning and evaluation activities".

"Looking closer into the various com- ponents of metacognitive skillfulness (orientation, plan- ning, evaluation, and elaboration), results show a significant growth of both the quantity and the quality of planning and evaluation activities."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15) — possibly the same claim (merge candidate)
• Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation — related
• The roles of intelligence and metacognitive quality as predictors of math performance turn around between ages 13 and 15 — related
• Metacognitive ability improves across adolescence, with a logarithmic age trajectory — related
• 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