The role of intelligence in the development of metacognitive knowledge

2026/07/17 by Maria Theobald, Wolfgang Schneider, Franzis Preckel
Neuroscience · Psychology · #Cognitive Abilities and Testing #Educational and Psychological Assessments #Neuroscience, Education and Cognitive Function

paper · pdf · doi:10.1016/j.lindif.2026.102972

openalex created_date 2026/07/17 · openalex publication_date 2026/07/17 · openalex updated_date 2026/07/18

Abstract

This study investigated individual differences in students' metacognitive knowledge development in mathematics. Conditional metacognitive knowledge of 1050 German students (40% female, M Age = 10.97) was assessed at the beginning and end of grade 5, and at the end of grade 6. Initial intelligence was examined as a predictor of later metacognitive knowledge development while controlling for students' initial mathematics knowledge, math-related motivation, gender, and class-type (i.e. regular vs. gifted classes). Latent growth curve analysis revealed a general increase but also high variability in metacognitive knowledge development. Intelligence was associated with greater increases in metacognitive knowledge over time (β = 0.32), suggesting that higher intelligence accelerates metacognitive knowledge development. Additionally, girls demonstrated a greater increase in metacognitive knowledge than boys over time. Math knowledge, motivational variables, and class-type were not associated with metacognitive knowledge development. These findings highlight the variability in metacognitive knowledge development and underscore intelligence as an important predictor of this differential development.

Citations

• Are metacognition interventions in young children effective? Evidence from a series of meta-analyses
• The association between initial metacognition and subsequent academic achievement: a meta-analysis of longitudinal studies
• The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
• Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
• The Performance of RMSEA in Models With Small Degrees of Freedom
• Development of metacognitive skillfulness: A longitudinal study
• School readiness and later achievement.
• Approach and avoidance motivation and achievement goals
• Assessing Metacognitive Awareness
• Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography
• A metacognitive view of individual differences in self-regulated learning
• Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.
• From domain-specific to domain-general? The developmental path of metacognition for strategy selection
• Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies
• A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement