Rendezvous with IQ: Metacognition in Real-Life Situations

Autor/in	Al-Hilawani, Yasser A.
Titel	Rendezvous with IQ: Metacognition in Real-Life Situations
Quelle	In: Educational Studies, 44 (2018) 2, S.119-146 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Hilawani, Yasser A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2017.1347490
Schlagwörter	Intelligence Quotient; Metacognition; Correlation; Tests; Scores; Reaction Time; Intelligence Tests; Deafness; Hearing Impairments; Comparative Analysis; Hypothesis Testing; Computer Assisted Testing; Multivariate Analysis; Gender Differences; Pictorial Stimuli; Secondary School Students; Low Achievement; Statistical Analysis; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Intelligenzquotient; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Examination; Prüfung; Examen; Reaktionsvermögen; Intelligence test; Intelligenztest; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Hypothesenprüfung; Hypothesentest; Multivariate Analyse; Geschlechterkonflikt; Fantasieanregung; Sekundarschüler; Unterdurchschnittliche Leistung; Statistische Analyse
Abstract	The purpose of this study was to examine the relationship between metacognition as measured in real-life situations and IQ scores as reflected by performance on the Raven Standard Progressive Matrices Scale. It is also intended in this study to report on whether or not there were significant differences in performance on the metacognitive instrument (i.e. metacognitive test, reaction time, and metacognitive test scores divided by mean reaction time) among participants with typical development, deaf and hard-of-hearing (dhh), and low-achieving individuals with and without the influence of IQ. Analysis showed significant correlations between IQ, metacognitive test, and metacognitive test scores divided by mean reaction time but not with reaction time itself. Results revealed the influence of IQ on metacognition being greater than the influence of metacognition on IQ. Results showed when controlling for the effect of IQ, differences among the three groups of participants on the metacognitive instrument become non-significant. Implications and suggestions are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01