Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains

By M. Stel, M. Veenman. 2008

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f28e59037ca5d70f3f3eeb586d632435436dbe5f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, result): “In contrast, other researchers have focused on planning (e.g., Li et al. 2015) and the combination of components (e.g., Bannert and Mengelkap 2008; Desoete 2008; Tuysuzoglu and Greene 2015; Van der Stel and Veenman 2008).”
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “…compared to older elementary school children (Roebers, von der Linden, & Howie, 2007), and to undergo changes in terms of consistency of judgments across different tasks and measures in the late elementary school years (Roebers, von der Linden, Schneider et al., 2007; van der Stel & Veenman, 2008).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “…Villalón, & Luna (2008); Peters (2008); Peters & Kitsantas (2010); Throndsen (2011); Tillema, van den Bergh, Rijlaarsdam, & Sanders (2011); van der Stel & Veenman (2008, 2010); van Kraayenoord & Schneider (1999); Veenman, Kerseboom, & Imthorn (2000); Veenman, Kok, & Blöte (2005); Veenman & Spaans…”
The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, methodology): “ Van der Stel & Veenman, 2008; Veenman & Spaans, 2005; Veenman et al., 2004), the unique and shared variances in the math performance were distributed to metacognitive skillfulness and intellectual ability (see Table 5). The math data of the second-year students could be taken as an example.”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “…successful problem solving (e.g., Desoete, 2009; Fuchs et al., 2003; Hegarty, Mayer, & Monk, 1995; Schoenfeld, 1992) and is considered a strong predictor of learning performance even when the influence of intelligence is controlled (e.g., van der Stel & Veenman, 2008, 2010; Veenman & Spaans, 2005).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “…colleagues have documented parallel developmental improvements and substantial overlaps between MC and intelligence, with the correlations between them ranging from r = .16 to .39 (Panaoura & Philippou, 2007; van der Stel & Veenman, 2008, 2010, 2014; van der Stel, Veenman, Deelen, & Haenen, 2010).”
Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, methodology): “Several researchers (Alexander et al., 1995; Borkowski & Peck, 1986; Schneider & Pressley, 1997; Van der Stel & Veenman, 2008; Van der Stel, et al., 2010; Veenman et al., 2004; Veenman & Spaans 2005) investigated metacognitive ability in relation to intellectual ability.”