| 其他摘要 | Metacognition is cognition about cognition, which encompasses knowledge about the world and strategies for applying the knowledge to solve problems. Both metacognition and intelligence are important predictors of academic performance, but there are some differences in the patterns of their relationships in existing studies. According to the theory of intelligence be introduced into, theory of intelligence, as an individual's beliefs about ability, may play a moderating role. However, few studies have been conducted to explore the relationship between theory of intelligence, intelligence/metacognition, and academic performance with theory of intelligence as a moderating variable. The present study conducted three sub-studies to explore the mechanisms by which metacognition and intelligence affect academic performance among high school students, as well as the moderating role of theory of intelligence, combining cross-sectional and longitudinal studies and synthesizing developmental and process perspectives.
Study 1 used a cross-sectional study to examine the effects of metacognition and intelligence on academic performance and the moderating effect of theory of intelligence among 985 first- and second- year high school students. Results found that metacognition and intelligence were not significantly correlated, but both predicted academic performance and shared a portion of the variance. The moderating effect of theory of intelligence was explored through path analysis using theory of intelligence as a grouping variable, and the results showed that both intelligence and metacognition significantly predicted academic performance, but no moderating effect of theory of intelligence was found in the prediction of academic performance by metacognition and intelligence.
Based on Study 1, Study 2 used a longitudinal study that followed 677 first-year high school students in Study 1 for one year to investigate the longitudinal predictive effects of metacognition and intelligence on academic performance and the moderating effect of theory of intelligence therein. The results showed that intelligence and metacognition consistently positively predicted academic performance, with metacognition consistently having a greater predictive effect than intelligence. The results of the path analyses indicated that the theory of intelligence moderated the prediction of academic performance by intelligence, but only when it was a longitudinal predictor, as evidenced by the fact that individuals who were more supportive of the growth mindset had a smaller predictive effect of intelligence on grades, i.e., individuals who were more cognizant of the fact that intelligence is variable had a smaller predictive effect of intelligence on academic performance.
In order to compensate for the insufficiency of a single indicator of academic performance and to explore the relationship between metacognition, intelligence and academic performance more comprehensively, Study 3 used 53 first-year high school students as subjects, combined with specific learning tasks to explore the explanatory roles of metacognition and intelligence on learning performance and the moderating role of theory of intelligence, from the perspectives of dynamic and processive learning abilities. The results found that the task performance of high metacognition group was significantly higher than that of low metacognition group, independently of intelligence, suggesting that metacognition is an important factor influencing task performance. There was a moderating role for theory of intelligence in the prediction of task performance by metacognition, as evidenced by the fact that individuals who were more supportive of the growth mindset had a greater metacognitive prediction of task performance.
Based on the results of the three studies, the following major findings were obtained in this study: (1) For high school students, metacognition and intelligence both have separate predictive effects on academic performance, as well as shared explanatory effect.
(2) Theory of intelligence is a moderator in the role of metacognition and intelligence on academic performance, with intelligence being a smaller predictor and metacognition a larger predictor for individuals with more support for the growth mindset. However, there was heterogeneity in this moderating effect, with theory of intelligence showing a moderating role when students faced greater challenges as they progressed through the grades, as well as when they completed more difficult tasks. |
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