Enhancing Metacognition & Metacognitive Development in Underachieving Gifted Students

Underachievement among gifted students presents a persistent challenge in education, often defying expectations based on their high intelligence. Research suggests that factors like motivational dispositions, such as the need for cognition, and metacognitive competences may play a crucial role in this phenomenon. In their 2021 study, The Role of Metacognitive Competences in the Development of School Achievement Among Gifted Adolescents, Tibken et al. explore the dynamic interplay between intelligence, motivation, and metacognitive skills in shaping academic outcomes. Conducted longitudinally with German students in Grades 6 and 8, their findings highlight the unique contribution of procedural metacognition to school achievement, even beyond the influence of intelligence.

This article focuses on the practical implications of these findings, offering educators strategies to cultivate metacognitive skills and motivational dispositions in gifted learners to bridge the gap between potential and performance. Make sure you read the list of practical guidance for educators who wish to enhance levels of metacognition in underachieving gifted students.

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Metacognition With Gifted Students: Key Findings

This research article investigates the causes of underachievement among gifted students, focusing on the roles of metacognitive competences and motivational dispositions, specifically the need for cognition. The study followed 341 German students, both gifted (IQ ≥ 120) and non-gifted, in Grades 6 and 8 over a school year to assess how these factors interact and influence academic performance.

1. Importance of Metacognitive Competences in Gifted Students

• Procedural Metacognitive Competences Predict Academic Success: The study found that procedural metacognitive competences—skills involving monitoring and regulating one's cognitive processes during learning tasks—significantly predict the development of school achievement in gifted students, beyond the influence of intelligence and prior achievement.

  • Offline Measures are More Predictive: Specifically, offline measures of procedural metacognition (e.g., the ability to detect inconsistencies in texts after reading) were strong predictors of future academic success in gifted students, whereas online measures (e.g., slowing down reading when encountering inconsistencies) were less so.

• Declarative Knowledge and Need for Cognition Enhance Procedural Skills: Gifted students with high declarative metacognitive knowledge (awareness of learning strategies) and a high need for cognition (enjoyment of thinking and problem-solving) were more likely to develop strong procedural metacognitive competences. These competences, in turn, led to improved academic performance.
  

2. Risk Factors for Underachievement in Gifted Students

• Low Metacognitive Competences as a Risk Factor: Gifted underachievers—students whose academic performance is significantly below expectations based on their intelligence—demonstrated notably lower procedural metacognitive competences compared to their achieving gifted peers.

• Interaction Between Motivation and Metacognition: A low need for cognition negatively impacted the development of procedural metacognitive competences, suggesting that motivation and metacognitive skills jointly influence academic outcomes.
  

3. Implications for Educational Practice

• Early Identification and Support: Recognizing gifted students who may lack metacognitive competences or exhibit low motivation is crucial for early intervention to prevent underachievement.

• Metacognitive Skills Training: Implementing programs that develop both declarative and procedural metacognitive competences can be effective. Such programs should teach students about learning strategies (declarative knowledge) and provide opportunities to practice and apply these strategies during learning tasks (procedural competences).

• Enhancing Need for Cognition: Encouraging a love for learning and intellectual engagement can boost students' motivation, which supports the development of metacognitive skills. This can be achieved through challenging and stimulating learning activities that cater to students' interests.

• Focus on Secondary Education: Since metacognitive competences become increasingly important during adolescence, interventions at the secondary school level are particularly impactful for gifted students.

  
  

Recommendations for Teachers of Gifted Students

• Assess Metacognitive Skills: Regularly evaluate students' metacognitive competences using both offline and online measures to identify those who may be at risk of underachievement.

• Integrate Metacognition into Curriculum: Embed instruction on metacognitive strategies within subject areas. For example, teach students how to plan, monitor, and evaluate their understanding while reading complex texts.

• Promote Active Engagement: Design learning activities that require higher-order thinking and problem-solving to stimulate students' need for cognition.

• Provide Feedback on Learning Processes: Offer constructive feedback not just on academic outcomes but also on students' use of metacognitive strategies, helping them refine their approach to learning.

• Cultivate a Supportive Learning Environment: Encourage a classroom culture where curiosity, questioning, and intellectual risk-taking are valued, supporting both motivation and the application of metacognitive skills.

The study underscores the pivotal role of metacognitive competences and motivation in the academic success of gifted students. By focusing on enhancing both declarative and procedural metacognitive skills and fostering a strong need for cognition, educators can address the root causes of underachievement in gifted learners. Implementing targeted interventions during the critical period of secondary education can help gifted students reach their full potential and prevent the negative consequences associated with underachievement.

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Interventions & Strategies for Boosting Metacognition in Gifted Students

While the study itself does not provide detailed descriptions of specific metacognitive strategies or interventions, it references previous research and implies certain approaches that can be used to enhance metacognition.

Firstly, the study emphasizes that effective metacognitive training for gifted students should combine declarative elements, such as direct instruction about learning strategies, with procedural elements involving practical exercises to apply these strategies. This suggests that interventions should teach students about different learning strategies and provide opportunities for them to practice and implement these strategies in their learning processes.

Secondly, the research mentions that interventions focusing on increasing knowledge and application of learning strategies have been effective in primary school students and proposes that similar approaches could be promising for secondary school students. Specific strategies referenced in the literature include text-reduction strategies like creating mind maps, underlining important phrases, taking notes, or writing summaries of learning texts. Additionally, organizational skills such as planning homework, managing time effectively, and organizing study schedules are highlighted.

Thirdly, although not a specific strategy, the study highlights the importance of fostering a high need for cognition in students—a tendency to engage in and enjoy thinking and problem-solving. Interventions could include activities that stimulate intellectual curiosity and promote intrinsic motivation to engage in cognitive tasks.

Lastly, the study refers to prior research indicating that training programs designed to improve metacognitive skills can be effective. While it does not detail specific programs, it suggests that such training should focus on teaching students how to plan, monitor, and evaluate their learning. This includes setting goals, self-questioning, and reflecting on one's understanding and progress. Developing self-regulatory skills is also important, helping students learn to adjust their learning strategies based on their performance and feedback.

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Reccommendations: Enhancing Metacognition and Metacognitive Development in Underachieving Gifted & Talented Students

To address underachievement in gifted students, educators should focus on enhancing both metacognitive competences and motivation. The following recommendations offer strategies grounded in research to support metacognitive development in gifted underachievers.

1. Integrate Metacognition into Curriculum

   Incorporate explicit instruction on metacognitive strategies within subject areas. Teach students how to plan their approach to tasks, monitor their understanding, and evaluate the effectiveness of their strategies. For example, in reading comprehension, guide students in predicting content, questioning the material, and summarizing information. Regular practice helps students internalize these strategies.
   

2. Promote Active Learning and Reflection

   Design learning activities that require active engagement and reflection. Encourage students to think about how they learn, not just what they learn. Use techniques such as think-aloud protocols, where students verbalize their thought processes during problem-solving, and reflective journals to promote awareness of their cognitive strategies.
   

3. Develop Declarative Metacognitive Knowledge

   Provide instruction on a variety of learning strategies across different contexts. Teach students about the conditions under which certain strategies are effective. For instance, discuss when to use summarizing versus elaborative interrogation and the benefits of each. Understanding multiple strategies enhances flexibility in learning.
   

4. Enhance Procedural Metacognitive Skills through Practice

   Offer opportunities for students to apply metacognitive strategies in authentic tasks. Implement activities that require planning, monitoring, and adjusting approaches, such as project-based learning or inquiry-based experiments. Provide feedback on their use of strategies to reinforce skill development.
   

5. Foster a High Need for Cognition

   Stimulate intellectual curiosity by presenting challenging and thought-provoking tasks that align with students' interests. Encourage open-ended questions, problem-solving activities, and exploration of complex topics. Cultivating a classroom environment that values deep thinking can increase students' intrinsic motivation to engage cognitively.
   

6. Teach Goal-Setting and Self-Regulation Techniques

   Guide students in setting specific, achievable goals and developing action plans to reach them. Teach self-regulation strategies such as time management, organization, and self-monitoring. Tools like checklists and progress trackers can support these skills.
   

7. Provide Constructive Feedback Focused on Process

   Offer feedback that emphasizes the effectiveness of the students' learning strategies rather than solely on outcomes. Highlight successful use of metacognitive skills and suggest adjustments where needed. This approach reinforces the value of metacognition in achieving academic success.
   

8. Encourage Peer Collaboration and Discussion

   Facilitate group work where students can share and discuss their learning strategies. Collaborative learning allows students to observe and adopt effective metacognitive approaches used by their peers. It also promotes reflection on their own strategies.
   

9. Implement Metacognitive Strategy Training Programs

   Consider adopting structured programs specifically designed to enhance metacognitive competences. Such programs often include components like strategy instruction, modeling, guided practice, and independent application. Ensure that these programs are tailored to the needs of gifted students.
   

10. Cultivate a Supportive Learning Environment

    Create a classroom atmosphere that supports risk-taking, values effort, and views challenges as opportunities for growth. Encourage students to view mistakes as part of the learning process. A positive environment can reduce fear of failure and promote persistence.
    

11. Monitor and Assess Metacognitive Development

    Regularly assess students' metacognitive skills using both formal and informal methods. Use tools like metacognitive questionnaires, learning logs, and teacher observations. Assessment helps identify students who may need additional support and measures progress over time.
    

12. Engage in Professional Development

    Educators should seek training in metacognitive instruction and stay informed about the latest research. Professional development can provide new strategies and enhance understanding of how to effectively teach metacognition to gifted students.
    

13. Involve Parents and Caregivers

    Communicate with parents about the importance of metacognitive skills and how they can support their development at home. Provide resources or workshops to help parents reinforce metacognitive strategies outside of school.
    

14. Address Individual Differences

    Recognize that gifted underachievers are a diverse group with varying needs. Some may struggle due to perfectionism, anxiety, or other emotional factors. Tailor interventions to address individual challenges and consider involving school counselors when appropriate.
    

15. Evaluate and Adjust Interventions

    Continuously evaluate the effectiveness of metacognitive interventions and make adjustments as needed. Use data from assessments to inform instructional decisions and ensure that strategies are meeting students' needs.

    
    

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Underachievement in gifted students is a multifaceted issue, but enhancing metacognitive competences offers a promising avenue for improvement. By focusing on both declarative and procedural metacognitive skills, educators can equip gifted underachievers with the tools they need to become self-regulated learners. Coupled with fostering a high need for cognition, these strategies can help students realize their full academic potential. Implementing these recommendations requires a concerted effort, but the benefits for students' lifelong learning and success are well worth the investment.

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References

Tibken, C., Richter, T., von der Linden, N., Schmiedeler, S., & Schneider, W. (2021). The role of metacognitive competences in the development of school achievement among gifted adolescents. Child Development. https://doi.org/10.1111/cdev.13640 ( Full article: The role of metacognitive competences in the development of school achievement among gifted adolescents - Tibken - 2022 - Child Development - Wiley Online Library)