Tag Archives: measuring metacognition

Quantifying Metacognition — Some Numeracy behind Self-Assessment Measures

In this post, Ed Nuhfer describes recent research that illustrates fundamental challenges of data interpretation, specifically with respect to data related to self-assessment of understanding, a key concept for metacognition.

Metacognitive Awareness and Academic Achievement in College Students

“Schraw and Dennison (1994) developed the Metacognitive Awareness Inventory (MAI) to assess metacognitive knowledge and metacognitive regulation which they referred to as the knowledge of cognition factor and the regulation of cognition factor.” Young and Fry’s article discusses the correlations between the final course grades, GPS and MAI. (Metacognitive Awareness Inventory) Findings show that the scores on the MAI greatly… Read more »

The relationship between goals, metacognition, and academic success

In this article Savia Countinho investigates the relationship between mastery goals, performance goals, metacognition (using the Metacognitive Awareness Inventory), and academic success.

Metacognitive Development in Professional Educators

Stewart, Cooper and Moulding investigate adult metacognition development, specifically comparing pre-service teachers and practicing teachers. They used the Metacognitive Awareness Inventory and found that metacognition improves significantly with age and with years of teaching experience, but not with gender or level of teaching (Pre-K though post-secondary ed levels).

Supports and Barriers to Students’ Metacognitive Development in a Large Intro Chemistry Course

In this post, Ashley Welsh describes her investigation of students’ metacognitive development in a large introductory organic chemistry course using pre/post metacognitive instrument, a student feedback survey, classroom observations, and student interviews. Her findings offer suggestions for course design and specific reasons why many students might struggle to implement metacognitive strategies.

Comprehension Monitoring: The Role of Conditional Knowledge Part 2

Antonio Gutierrez questions the assumption that conditional knowledge (e.g., when, why, where, and how a learning strategy applies) is related to calibration (e.g. self-monitoring, self-regulation). While the literature presupposes a link between them, Gutierrez calls on us to investigate the connection.

Measuring Metacognitive Judgments

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In Gregg Schraw’s (2009) chapter, Measuring Metacognitive Judgments, he artfully provides a taxonomy of calibration measures that attempt to assesses metacognitive judgment of learning. For more information, follow the hyperlink below. Schraw, G. (2009). Measuring Metacognitive Judgments. In D. J. Hacker, J. Dunlosky, &  A. C. Graesser (Eds.). Handbook of metacognition in education, 415. Friday, November 21, 2014

Effects of Strategy Training and Incentives on Students’ Performance, Confidence, and Calibration

“This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of… Read more »

The Motivated Strategies for Learning Questionnaire

The Motivated Strategies for Learning Questionnaire (MSLQ) was developed by Pintrich, Smith, Garcia, and McKeachie (1993). This measure has been cited in over 1600 articles and is a very well established measure of not only metacognition, but motivation. The MSLQ is split into two main scales. The Motivation Scale is comprised of the Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value,… Read more »

The Need for Cognition Scale

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A classic personality measure of metacognition was developed by John Cacioppo and Richard Petty (1982) entitled, The Need for Cognition Scale (NCS). This is a widely used 18-item Likert scale that assesses “the tendency for an individual to engage in and enjoy thinking” (Cacioppo & Petty, 1982, p. 116). The NCS has been cited in over 3000 articles and has well… Read more »