When it comes to executive functions, metacognition receives a marginal treatment in many cases. However, we have previously had the opportunity to observe the potential of a metacognitive training, at least as regards the text comprehension.

Let's go back to the topic talking about a research[1] who tested the effectiveness of metacognitive training on a group of children with ADHD. To do this, the study authors selected 97 students with ADHD and poor study performance, subjecting them to a 15-week training. The intent was to observe any improvements in metacognitive skills and academic achievement in astronomy.

Le applied metacognitive activities the study of astronomy essentially focused on monitoring (of the learning goals, progress made and modifying the approach to study in relation to the objectives) and on the evaluation (of one's own performance in learning activity, of the didactic objectives achieved and of the notions learned).
- research purposes were to find answers to these questions:

  • Metacognitive intervention improves the scientific skills of the students?
  • Metacognitive intervention improves the motivation to study in students with ADHD?
  • Metacognitive intervention improves the metacognitive skills in students with ADHD?


The research results have been very positive since all three questions were answered positively: the metacognitive intervention on children with ADHD resulted in raising the scores in the tests relating to scientific skills, motivation in the historian and metacognitive abilities.

In summary, this study suggests the importance of working on metacognition to improve the school performance of children with ADHD.

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