The Relationship between Executive Functions and Metacognition in College Students

3Citations
Citations of this article
31Readers
Mendeley users who have this article in their library.

Abstract

This study investigated the relationship between executive functions and metacognition. Both constructs have been well-studied, but little research has focused on their connections. The goal of the current investigation was to increase the understanding of the relationship between metacognition and executive functions by assessing the relationships between metacognitive monitoring accuracy and the three component executive functions (updating, inhibition, and shifting) among college students. Metacognitive monitoring accuracy was measured using a knowledge monitoring accuracy (KMA) test. The three components of executive functions, updating, inhibition, and shifting were measured, respectively, using the ABCD updating task, the Stroop color–word interference test, and the letter–number task. The Tower of Hanoi task was used to measure the complex executive functions (inhibition and updating). Correlation and regression analyses were performed to examine the relationships. The results indicate that updating is the only component executive function that significantly correlated with metacognitive monitoring, suggesting that metacognition—specifically, metacognitive monitoring—is associated with at least one component of executive functioning.

Cite

CITATION STYLE

APA

Wu, M., & Was, C. A. (2023). The Relationship between Executive Functions and Metacognition in College Students. Journal of Intelligence, 11(12). https://doi.org/10.3390/jintelligence11120220

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free