Metacognition assessment - a literature review of specific instruments used to measure metacognitive awareness in adults

Claudia Irina Aldea
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Claudia Irina Aldea: University of Bucharest

Social Sciences and Education Research Review, 2024, vol. 11, issue 2, 330-339

Abstract: The assessment of metacognition has been a major research challenge over the years, especially because metacognition is a complex phenomenon encompassing both metacognitive knowledge and metacognitive skills and experiences. The assessment of metacognition is conducted in controlled settings, most commonly using a single scale-like instrument with clearly presented psychometric properties that measures a single dimension or several aspects of metacognition. Methodologically, the present research is an exploratory literature review, a systematization, which attempts to bring together researchers' concerns and findings on the effectiveness of self-report inventories in measuring metacognitive awareness. Over the past 30 years, 43 articles have been published using self-report inventories for adults suggesting that self-report provides a useful overview of two dimensions: metacognitive knowledge and metacognitive skills. However, research highlights that metacognitive processes measured by self-report subscales are unclear: the two factors of metacognition are not adequately correlated with metacognitive behavior, but the subscales correlate strongly between self-report and metacognitive tasks.

Keywords: metacognition; metacognitive skills; self-report; teacher professional development (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:11:y:2024:i:2:p:330-339

DOI: 10.5281/zenodo.15258329

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