Abstract
The first objective of this study was to determine whether metacognitive skillfulness is entirely part of intelligence as predictor of learning or not. Furthermore, the generality vs. domain-specificity of metacognitive skillfulness was investigated. Sixteen technical university students participated in the experiment. They performed two tasks while thinking aloud, a model construction task that was part of their curriculum and an unfamiliar discovery–learning task representing a fictitious domain. Both the participant's metacognitive skillfulness and learning performance were assessed for each domain. Furthermore, exam grades and study credits were collected. Results support the generality of metacognitive skills across tasks and domains. Results further show that metacognitive skillfulness contributed to learning results (partly) independent of intellectual ability. Implications for metacognitive skill training are being discussed.
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