Differential Analysis of Metacognitive Regulation in Students with Different Levels of Intellectual Development

The study examines differences in the manifestations of metacognitive regulation among students demonstrating varying levels of intellectual development. The research aims to identify the nature of relationships between its key components and to establish intergroup distinctions. The sample consisted of 89 respondents. To achieve the objectives of the study, the following methods were used: theoretical literature analysis, diagnostic methods such as testing and computer-based assessment, as well as mathematical and statistical data processing methods (Pearson’s correlation coefficient r, Student’s t-test, and the Mann–Whitney U-test). Statistical processing included the calculation of Pearson’s correlation coefficient, Student’s t-test, and the Mann–Whitney U-test. The analysis revealed a stable relationship between cognitive functions and metacognitive regulation, the nature of which depends on the level of intellectual development. Students with high IQ scores demonstrated pronounced direct and indirect relationships between indicators of intelligence, analytical thinking, self-monitoring ability, and cognitive flexibility. Among students with average IQ levels, the key factors were the ability to identify main ideas and to reduce susceptibility to proactive interference. Intergroup analysis revealed significant differences only on the “Information Acquisition” scale, reflecting the advantage of high-IQ students in using strategies for primary material assimilation, while overall metacognitive patterns remained similar. The scientific novelty of the study lies in the comprehensive analysis of metacognitive regulation considering the level of intelligence, as well as in combining correlational analysis with intergroup comparisons. The obtained results have practical significance and can be applied in the development of individualized educational strategies aimed at enhancing metacognitive skills and improving academic success among students with different levels of intellectual ability.