认知与发展心理学研究室知识库

元认知指关于认知的认知，包含对世界的知识以及运用这种知识去解决问题的策略，元认知和智力均是学业表现重要的预测因素，已有研究中三者的关系模式存在一定差异。依据智力导入量理论，智力观作为个体对于能力的信念，可能在其中起调节作用，但少有实证研究将智力观作为调节变量，探讨智力观、智力 /元认知、学业成就之间的关系。本研究通过三个子研究，结合横断和纵向研究，综合发展和过程视角，探究在高中生中，元认知、智力对学业表现的影响机制，以及智力观在其中的调节作用。

研究一采用横断研究，考察了 985 名高一和高二学生中，元认知、智力对学业成绩的影响，以及智力观在其中的调节效应。结果发现，元认知和智力的相关不显著，但二者均能预测学业表现，且共享一部分变异。以智力观为分组变量，通过路径分析探究智力观的调节作用，结果表明，智力和元认知均显著预测了学业成绩，但并未发现智力观在元认知与智力对学业表现的预测中存在调节作用。

研究二在研究一的基础上，采用纵向研究，对研究一中的 677 名高一学生进行为期一年的追踪，探查元认知、智力对学业成绩的纵向预测作用，以及智力观在其中的调节效应。结果发现，智力和元认知始终正向预测学业成绩，元认知的预测作用始终大于智力。路径分析结果表明智力观调节智力对学业表现的预测，但只存在于纵向预测时，具体表现在更支持增长观的个体，智力对成绩的预测作用较小，即个体更加认可智力可变时，智力对学业成绩的预测较小。

为了弥补学业成绩单一指标的不足，更全面地探究元认知、智力与学业表现的关系，研究三结合动态和过程的学习能力的视角，以 53 名高一学生为被试，结合具体学习任务，探究元认知、智力对学习表现的解释作用，以及智力观在其中的调节。研究结果发现，高元认知组的任务成绩显著高于低元认知组，与智力无关，表明元认知是影响任务成绩的重要因素。智力观调节元认知对任务成绩的预测，具体表现为更支持增长观的个体，元认知对任务成绩的预测作用更大。

基于三项研究的结果，本研究获得以下主要结论：

（1）高中生元认知、智力均对学业表现有单独的预测作用，同时也有共同的解释作用。

（2）智力观在元认知、智力对学业表现的作用中起调节作用，对于更多支 持增长观的个体来说，智力的作用更小，元认知的作用更大。但这种调节作用存 在异质性，当学生随年级升高面临更大挑战，以及完成更难的任务时，智力观表现出了调节作用。

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.