Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.

中文翻译：

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元认知能力在天才青少年学业成就发展中的作用

有天赋的后进生在学校的表现比基于他们高智商的预期要差。成绩不佳的可能原因是动机倾向低（认知需求）和元认知能力。本研究 在 6 年级（ T1 时M = 12.02 年）和 8 年级（M = 14.07 年）。陈述性和程序性元认知能力在阅读理解领域进行了评估。路径分析显示程序性元认知对天才学生学业成绩发展的增量影响（β = .139）。此外，陈述性元认知和认知需求交互预测程序性元认知（β = .169），这调节了它们对学业成绩的影响。