The mixed model holds for metacognitive quality in both age groups: metacognitive skillfulness contributes uniquely to math performance on top of intelligence¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2010 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In both age groups, intellectual ability and the quality of metacognitive skillfulness each have their own unique contribution to predicting math performance. → Van der Stel 2010 q3 i? For the quantity of metacognitive skills, the mixed model could not be corroborated in the youngest group, as quantity showed no unique contribution there. → 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 · r1

Semi-partial correlation and regression analyses (Tables 4–5) testing the mixed model in both age groups; the article states both predictors "have their own, unique contribution" for quality scores.

"In both age groups, intellectual ability and the quality of metacognitive skillfulness have their own, unique contri- bution to the prediction of math performance."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The roles of intelligence and metacognitive quality as predictors of math performance turn around between ages 13 and 15 — 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
• Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
• Metacognitive skillfulness develops alongside, but not fully dependent on, intellectual ability, in line with the monotonic development hypothesis — 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