| A meta-analytic review of ten articles of the metacognition of gifted children was conducted. The study used comparison groups of gifted and non-gifted children. Additional analysis was done to investigate moderating variables.; Results indicated that there was a relationship between being gifted and metacognition. However, when the analysis for heterogeneity was done, it came out significant. This meant that it was not homogeneous, and that differences existed that were not due to sampling error alone. Additional analysis were done to explore if the moderating variables were responsible for the heterogeneity, however, the models failed.; The overall findings of this meta-analysis indicated that there is a relationship between being gifted and metacognition. However, since the analysis for heterogeneity was significant, results should be interpreted with caution.; Further extensive research is needed and several suggestions were given. They included improved criteria for the determination of giftedness, clarification of the different aspects of metacognition, improved measures, and more research involving mixed ethnicities. |
