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August 11, 2025Psychology the Journal of the Hellenic Psychological SocietyOpen Access

Metacognition and executive functions: Developmental interrelations and interactions with cognitive performance in the preschool and primary school years

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Authors

SKSmaragda KaziΑΚΑλεξάνδρα ΚαρούσουAMAngelos Markos

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Overview

Observational analysis explores metacognition and executive functions' effects on cognitive performance in children, highlighting significant relationships.

Key Points

  • Cognitive performance is influenced by metacognition and executive functions, as shown in children aged 4 to 11.
  • Metacognitive monitoring significantly mediates the relationship between executive functions and cognitive performance in problem-solving.
  • The analysis considers fluid intelligence to explore the interaction of these cognitive constructs.
  • Findings emphasize the developmental role of metacognition and executive functions in children's cognitive abilities.

Cite This Study

Kazi et al. (2025) studied this question.

synapsesocial.com/papers/68c2354db210217d6476ff1bhttps://doi.org/10.12681/psy_hps.36234
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1The relationship between executive functions and mathematics: a systematic review with meta-analysis of longitudinal studies2026
  2. 2Executive Functions and School Performance in Primary Education: A Systematic Review of the Last Decade (2015–2024)2025
  3. 3Executive Functioning Measures from Early Childhood to School Age: Exploring Prospective Associations2025
  4. 4Four-to-six-year-olds’ developing metacognition and its association with learning outcomes2025 · 3 citations
  5. 5Executive Functioning as a Mediator Between Parental Involvement and Math Achievement in Children with Learning Disabilities2025