Abstract
Τhe purpose of this article is to investigate how metacognition supports giftedness in leadership. The concepts of metacognition, giftedness and leadership seem to be interrelated. The article attempts to explore new trends in understanding and development of giftedness. Research has shown that the concept of metacognition is inextricably linked to the concept of giftedness. Metacognition has an important role in the development of individuals, because it helps them to improve their cognitive and metacognitive skills. Metacognitive skills such as monitoring, self-regulation, awareness are higher skills that gifted individuals process to a high degree and through training can improve them even further. Moreover, the metacognitive skills of monitoring and adaptation can affect leadership skills. The metacognitive skills that are associated with leadership are self-awareness, regulation and monitoring. Therefore, if leadership is based on consciousness and giftedness then we will have higher leadership skills.
Highlights
Understanding the concept of metacognition is important for understanding the development of the concept of giftedness
We tried to investigate if metacognition can support giftedness in leadership and if metacognition can lead to higher levels of leadership in gifted people
From the findings of this study, we analyzed that metacognition could help gifted people to take leadership roles
Summary
Understanding the concept of metacognition is important for understanding the development of the concept of giftedness. There is no doubt that certain aspects of cognitive skills are quite general and related to effective performance in a wide range of academic skills, and non-academic qualifications [1] To put it in another way, cognitive skills do not constitute a specific knowledge but mainly have to do with the way we learn, solve problems, process information, remember, and focus. Metacognitive control consists of: (a) design, planning, and implementation of objective; (b) control (i.e., the monitoring and evolution of learning and strategies); and (c) evaluation, which is the analysis of effectiveness of what was implemented They argue that metacognitive knowledge and metacognitive control appear to develop earlier to gifted students compared with this development in non-gifted students [5]
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