The role of intelligence in the development of metacognitive knowledge

This study investigated individual differences in students' metacognitive knowledge development in mathematics. Conditional metacognitive knowledge of 1050 German students (40% female, M Age = 10.97) was assessed at the beginning and end of grade 5, and at the end of grade 6. Initial intelligence was examined as a predictor of later metacognitive knowledge development while controlling for students' initial mathematics knowledge, math-related motivation, gender, and class-type (i.e. regular vs. gifted classes). Latent growth curve analysis revealed a general increase but also high variability in metacognitive knowledge development. Intelligence was associated with greater increases in metacognitive knowledge over time (β = 0.32), suggesting that higher intelligence accelerates metacognitive knowledge development. Additionally, girls demonstrated a greater increase in metacognitive knowledge than boys over time. Math knowledge, motivational variables, and class-type were not associated with metacognitive knowledge development. These findings highlight the variability in metacognitive knowledge development and underscore intelligence as an important predictor of this differential development.