TY  - JOUR
A1  - Tibken, Catharina
A1  - Richter, Tobias
A1  - Linden, Nicole von der
A1  - Schmiedeler, Sandra
A1  - Schneider, Wolfgang
T1  - The role of metacognitive competences in the development of school achievement among gifted adolescents
JF  - Child Development
N2  - Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.
KW  - metacognitive competences
KW  - high intelligence
KW  - school
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-258376
VL  - 93
IS  - 1
ER  -