The role of metacognitive competences in the development of school achievement among gifted adolescents
Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-258376
- 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 analysesGifted 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.…
Autor(en): | Catharina TibkenORCiD, Tobias Richter, Nicole von der Linden, Sandra Schmiedeler, Wolfgang Schneider |
---|---|
URN: | urn:nbn:de:bvb:20-opus-258376 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Psychologie |
Sprache der Veröffentlichung: | Englisch |
Titel des übergeordneten Werkes / der Zeitschrift (Englisch): | Child Development |
Erscheinungsjahr: | 2022 |
Band / Jahrgang: | 93 |
Heft / Ausgabe: | 1 |
Seitenangabe: | 117–133 |
Originalveröffentlichung / Quelle: | Child Development 2022, 93(1):117–133. DOI: 10.1111/cdev.13640 |
DOI: | https://doi.org/10.1111/cdev.13640 |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Freie Schlagwort(e): | high intelligence; metacognitive competences; school |
Datum der Freischaltung: | 04.04.2022 |
Lizenz (Deutsch): | CC BY-NC-ND: Creative-Commons-Lizenz: Namensnennung, Nicht kommerziell, Keine Bearbeitungen 4.0 International |