ERIC Number: EJ786719
Record Type: Journal
Publication Date: 2008
Reference Count: 0
Relation between Intellectual Ability and Metacognitive Skillfulness as Predictors of Learning Performance of Young Students Performing Tasks in Different Domains
van der Stel, Manita; Veenman, Marcel V. J.
Learning and Individual Differences, v18 n1 p128-134 2008
The first objective of this study was to establish the relation between intellectual ability and metacognitive skillfulness as predictors of learning performance in young students (aged 12 years). Furthermore, the generality vs. domain-specificity of metacognitive skillfulness was investigated. Thirty-two first-year secondary-school students participated in this study. While thinking aloud they performed two different tasks representing two different domains: A text-studying task for history and a problem-solving task for mathematics. Participants' intelligence, metacognitive skillfulness and learning performance were assessed. Results show that metacognitive skillfulness contributed to learning performance (partly) independent of intellectual ability. Results also show that metacognitive skills predominantly appear to be general. Domain-specific metacognitive skills, however, played a substantial, but minor role as well.
Descriptors: Cognitive Ability, Metacognition, Predictor Variables, Performance Based Assessment, Secondary Education, Student Evaluation, Program Effectiveness
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: firstname.lastname@example.org; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; Middle Schools
Authoring Institution: N/A