Numerical metacognition, but not emotion metacognition, predicts children's standardized mathematics achievement¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2 medium
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i2 Children's numerical metacognitive sensitivity correlated with TEMA-3 mathematics test scores, with a printed correlation of r(30) = .54. → Vo 2014 q3 i? Emotion-domain metacognition did not significantly correlate with mathematics scores (r(30) = .26, p = .17). → Vo 2014 (2)

Evidence¶

Vo 2014¶

Vo, V. Y., Li, R., Kornell, N., Pouget, A., & Cantlon, J. F. (2014). Young Children Bet On Their Numerical Skills: Metacognition in the Numerical Domain. Psychological Science. https://doi.org/10.1177/0956797614538458

q3 · i2 · associational · r2

PCA summary scores of metacognitive sensitivity were correlated with standardized test scores. Number-task metacognition related to TEMA-3 math scores with a printed effect size of r(30) = .54, p = .001; the emotion condition showed no significant correlation (r(30) = .26, p = .17).

"Metacognitive sensitivity on the number task was significantly related to math ability (r(30) = .54, p = .001). A correlation was not observed for the emotion condition (emotion: r(30) = .26, p = .17)."

Vo 2014 (2)¶

Vo, V. Y., Li, R., Kornell, N., Pouget, A., & Cantlon, J. F. (2014). Young Children Bet On Their Numerical Skills: Metacognition in the Numerical Domain. Psychological Science. https://doi.org/10.1177/0956797614538458

q3 · i? · associational · r2

Metacognition measures were not correlated with KBIT-2 general intelligence (emotion r(30) = .11, p = .55; number r(30) = .13, p = .46), which the authors cite as further evidence of domain-specificity.

"No measure of metacognition was significantly correlated with general intelligence scores as measured by the KBIT-2 (emotion r(30) = .11, p = .55, number r(30) = .13, p = .46)."

Discussion¶

Learner Variables¶

• Emotional Intelligence — predictor: learners who differ on it differ in outcomes
• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Metacognitive sensitivity is domain-specific in early childhood: number-domain and emotion-domain measures are uncorrelated — related
• Metacognitive sensitivity increases with age between 5 and 8 years, similarly across number and emotion domains — related
• Self-regulation and metacognition correlate strongly with mathematics achievement (r = .42 and .37) — a broader claim this one bears on
• Children's metacognitive judgments are not explained by baseline risk preferences or response-time cues — related
• Children aged 5 to 8 show metacognitive sensitivity in a nonverbal wagering task, betting more on correct than incorrect discriminations — related
• Metacognitive efficiency shows partial domain-general structure: strong shared metacognition between lexical decision and emotion recognition tasks — related
• Metacognition is significantly positively correlated with math performance in adolescence (pooled r = .37) — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related