How Metacognition Supports Giftedness in Leadership

A Review of Contemporary Literature

Authors

  • Eirini Zoi Kontostavlou N.C.S.R. “Demokritos”
  • Athanasios Drigas N.C.S.R. “Demokritos”

DOI:

https://doi.org/10.3991/ijac.v14i2.23237

Keywords:

metacognition, giftedness, leadership, 21st century skills, metacognitive skills

Abstract


Τhe purpose of this article is to investigate how metacognition supports giftedness in leadership. The concepts of metacognition, giftedness and leadership seem to be interrelated. The article attempts to explore new trends in understanding and development of giftedness. Research has shown that the concept of metacognition is inextricably linked to the concept of giftedness. Metacognition has an important role in the development of individuals, because it helps them to improve their cognitive and metacognitive skills. Metacognitive skills such as monitoring, self-regulation, awareness are higher skills that gifted individuals process to  a high degree and through training can improve them even further. Moreover, the metacognitive skills of monitoring and adaptation can affect leadership skills. The metacognitive skills that are associated with leadership are self-awareness, regulation and monitoring. Therefore, if leadership is based on consciousness and giftedness then we will have higher leadership skills.

Author Biographies

Eirini Zoi Kontostavlou, N.C.S.R. “Demokritos”

E. Kontostavlou is a research associate at N.C.S.R. “Demokritos”, ΙΙΤ- Net Media Lab & Mind - Brain R&D, Agia Paraskevi, 153 10, Athens, Greece

Athanasios Drigas, N.C.S.R. “Demokritos”

Athanasios S. Drigas is a Research Director at N.C.S.R. “Demokritos”, ΙΙΤ - Net Media Lab & Mind- Brain R&D, Agia Paraskevi, 153 10, Athens, Greece (e-mail: dr@iit.demokritos.gr).
Cover iJAC Vol. 14 No. 2 (2021)

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Published

2021-12-08

How to Cite

Kontostavlou, E. Z., & Drigas, A. (2021). How Metacognition Supports Giftedness in Leadership: A Review of Contemporary Literature. International Journal of Advanced Corporate Learning (iJAC), 14(2), pp. 4–16. https://doi.org/10.3991/ijac.v14i2.23237

Issue

Vol. 14 No. 2 (2021)

Section

Papers

License

Copyright (c) 2021 Eirini – Zoi Kontostavlou, Athanasios Drigas

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