Metacognitive skillfulness develops alongside, but not fully dependent on, intellectual ability, in line with the monotonic development hypothesis¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A parallel development of metacognitive skillfulness and intellectual ability as predictors of math performance was found, corroborating the monotonic development hypothesis. → 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

The authors' interpretation of the cross-sectional age effects on both intelligence and metacognition scores, described as "a continuous growth of metacognitive skills with age, alongside intellectual growth".

"The results of our study point in the direction of a monotonic development in metacognitive skills as well: a continuous growth of metacognitive skills with age, alongside intellectual growth (Veenman et al., 2004), corroborating the second hypothesis."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

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