Literaturnachweis - Detailanzeige
| Autor/inn/en | Tibken, Catharina; Richter, Tobias; von der Linden, Nicole; Schmiedeler, Sandra; Schneider, Wolfgang |
|---|---|
| Titel | The Role of Metacognitive Competences in the Development of School Achievement among Gifted Adolescents |
| Quelle | In: Child Development, 93 (2022) 1, S.117-133 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Tibken, Catharina) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13640 |
| Schlagwörter | Foreign Countries; Metacognition; Academically Gifted; Grade 6; Academic Achievement; Underachievement; Reading Comprehension; Intelligence; Predictor Variables; Learning Motivation; Germany |
| Abstract | 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 ([beta] = 0.139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition ([beta] = 0.169), which mediated their effect on school achievement. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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