Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
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¶

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.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 Third-year students scored higher than second-year students on both quantitative and qualitative metacognition scores, with large age effects. → 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 · i3 · associational · r2

Cross-sectional MANOVA comparing 29 second-year and 30 third-year students on thinking-aloud metacognition scores; the article reports "a significant age effect as well" with η² = 0.51 (quantity) and η² = 0.27 (quality).

"Results of the MANOVAs on both the quantitative [ F(4, 54) = 13.84, p\ 0.001, g2 = 0.51] and the qualitative [F(4, 54) = 4.90, p\ 0.005, g2 = 0.27] scores of metacognitive skills revealed a significant age effect as well."

Discussion¶

Learner Variables¶

Self-Regulation — outcome: instruction changes it

The roles of intelligence and metacognitive quality as predictors of math performance turn around between ages 13 and 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 — possibly the same claim (merge candidate)
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
Metacognitive ability improves across adolescence, with a logarithmic age trajectory — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`metacognitive-quantity-quality-increase-ages-13-15`
`title`	`Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15)`
`description`	`Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15)`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2010`
`source_checked`	`2026-10-20`
`recheck_by`	`2015`
`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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