This paper analysed the relation between metacognition and competence in the domain of statistics. The sample of 38 undergraduate students had the same academic education. A questionnaire enabled assessment of subjects' perceived competence and their metacognitive knowledge about task and strategies in statistics. Competence in the domain was assessed by categorization on a sorting task. Analysis showed a relation between metacognitive knowledge and statistical competence; however, perceived competence appears to be separate from both metacognitive knowledge and cognitive performance in the sorting task.
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