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Predicting school achievement rather than intelligence: does metacognition matter?

Gomes, Cristiano Mauro Assis; Golino, Hudson F.; Menezes, Igor Gomes

Authors

Cristiano Mauro Assis Gomes

Hudson F. Golino



Abstract

This paper investigates the role of specific and general metacognitive ability on specific and general academic achievement, controlling for the effects of intelligence. Four hypotheses were elaborated and empirically tested through structural equation modelling. The sample was composed by 684 students (6th to 12th graders) from a private Brazilian school, which answered to three intelligence tests and three metacognitive tests. The modeled hypotheses presented a good data-fit (χ2 = 51.18; df = 19; CFI = 1.00; RMSEA = 0.05), showing that the general metacognitive ability explained general academic achievement rather than intelligence, but did not explain specific academic achievement. On the other hand, specific metacognitive ability explained specific academic achievement rather than intelligence, but did not explain general academic achievement. The predictive power of the general metacognitive ability was greater than fluid intelligence in the explanation of general academic achievement. In the same line, specific metacognitive ability had a greater predictive power than intelligence and specific knowledge in the explanation of specific academic achievement. Finally, a new structural model of metacognition and its role in academic achievement are proposed.

Journal Article Type Article
Publication Date 2014-07
Journal Psychology
Print ISSN 2152-7180
Electronic ISSN 2152-7199
Publisher Scientific Research Publishing
Peer Reviewed Peer Reviewed
Volume 05
Issue 9
Article Number 48080
Pages 1095-1110
APA6 Citation Gomes, C. M. A., Golino, H. F., & Menezes, I. G. (2014). Predicting school achievement rather than intelligence: does metacognition matter?. Psychology, 05(9), 1095-1110. https://doi.org/10.4236/psych.2014.59122
DOI https://doi.org/10.4236/psych.2014.59122
Keywords Metacognition; Intelligence; Academic achievement
Publisher URL https://doi.org/10.4236%2Fpsych.2014.59122
Additional Information Copyright © 2014 by authors and Scientific Research Publishing Inc.
This work is licensed under the Creative Commons Attribution International License (CC BY). Attribution 4.0 International (CC BY 4.0)

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Copyright Statement
Copyright © 2014 by authors and Scientific Research Publishing Inc.
This work is licensed under the Creative Commons Attribution International License (CC BY). Attribution 4.0 International (CC BY 4.0)





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