[Relationship between competence and performance: resources regulation in high capacity].

Area of Science:

• Psychology
• Neuroscience
• Educational Psychology

Background:

• High Intellectual Ability (HIA) is characterized by high cognitive potential, but some individuals exhibit a discrepancy between potential and performance.
• Understanding factors contributing to underperformance in HIA is crucial for fostering optimal development and potential expression.
• Executive and metacognitive regulation play a key role in managing high intellectual resources, interacting with internal and external factors.

Purpose of the Study:

• To investigate the relational model connecting executive and metacognitive regulation with perfectionism in individuals with HIA.
• To identify how these factors influence the expression of high intellectual ability.

Main Methods:

• A sample of 140 schoolchildren diagnosed with HIA was assessed.
• Measures of executive function, metacognition, and perfectionism were collected.
• Structural Equation Models were employed for statistical analysis of the data.

Main Results:

• Two distinct relational models emerged from the analysis.
• One model indicated a significant influence of executive function on metacognition.
• The other model revealed that perfectionism influences executive functioning.

Conclusions:

• The findings highlight complex interrelationships between executive regulation, metacognition, and perfectionism in HIA.
• Further research is needed to delineate the direct, indirect, and total influences among these constructs.
• Effective interventions are necessary to guide the optimal expression of HIA while safeguarding personal well-being.