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    THE RELATION BETWEEN METACOGNITION AND INTELLIGENCE IN ADOLESCENTS

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    The primary purpose of this study was to investigate the relation between metacognitive abilities and intelligence. The secondary intent of the study was to examine the validity of methods used to assess metacognition. Subjects consisted of 38 grade nine students, whose IQs ranged between 80-137, measured using a short form of the WISC-R. Selected subjects successfully completed three sets of tasks on a problem solving battery and were interviewed concerning their awareness of possible strategies to be used in solving the tasks. The interviews were videotaped and subsequently scored for metacognitive knowledge, utilizing both a quantitative and a qualitative methodology. Two university students viewed the videotapes and independently checked off on a quantitative scoring sheet, strategy factors which subjects clearly related in the interviews. The quantitative metacognitive scores for the three sets of problems consisted of the number of relevant strategies checked off on the score sheet. A qualitative measure of metacognition was obtained by rating the interviews using a Q-sort technique, employing a rank-ordering procedure of piles. The Q-sort was done by two educational psychology graduate students knowledgeable of metacognition. Data were analyzed with subjects\u27 IQs serving as the independent variable and the quantitative and qualitative scores being the dependent variables. Two multivariate multiple regressions were done; the first to study the relation between the quantitative measure of metacognition and the IQ scores, and the second to look at the relation between the qualitative measure of metacognition and the IQ scores. A Pearson correlational analysis was done between corresponding pairs of quantitative and qualitative metacognitive scores to assess their relation. The results indicated there was no statistically significant relation between IQ and either of the metacognitive measures. An overall significant moderate correlation between the two metacognitive measures appears to indicate they are measuring similar, although not identical aspects of metacognition. Based on this study, it seems that metacognition can be measured in an objective, quantifiable manner
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