Introduction: Executive functions and Metacognition are integrated for the management of intellectual resources in close relation to intelligence its functioning and results; they are specially interesting for understanding the expression and development of high intellectual abilility (HIA). The aim of the study is to find out the relationship between executive functions (and components) and metacognition (and components) in schoolchildren with HIA.
Materials And Method: Measures of executive and metacognitive functioning and perfectionism were extracted from a sample of n= 147 schoolchildren with HIA.
Results: statistical analyses using Path analysis, offered an adjusted model in which the different executive components are related to the metacognitive components.
Discussion: We conclude and discuss the integrative model between executive function and metacognition and its mediating role as an endophenotype between genetic endowment and the expression of resource performance, suggesting the transfer of results to the education of high intellectual ability for the optimal and ethical expression of high potential.
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