Purpose: To look at adults’ metacognitive awareness.
Sources:
- https://www.harford.edu/~/media/PDF/Student-Services/Tutoring/Metacognition%20Awareness%20Inventory.ashx
- https://link.springer.com/article/10.1007/s11409-017-9176-z
- http://psycnet.apa.org/record/1995-07941-001
Short description: Inventory with 52 true/false items intended to look at adults’ metacognitive awareness. The MAI looks at 8 different subscales (declarative knowledge, procedural knowledge, planning, evaluation) under two broader categories: knowledge of regulation and knowledge of cognition.
Sample questions:
Instructions:
Check True or False as appropriate. Use the Scoring Guide after completing the inventory. Contact Courntey Gurrera, Student Success Specialist at 443-412-2427 to discuss strategies to increase your metacognitive awareness.
Sample questions:
- I ask myself periodically if I am meeting my goals.
- I know how well I did once I finish a test.
- I create my own examples to make information more meaningful.
Paid or free: Free
Reliability/validity measures: Not available
Setting:
- Tutoring center
- Self-access learning center
- Self-reflection
Stakeholder(s):
- Learner
- Learning advisor
- Teacher
Type of measurement: Questionnaire
Possible uses:
- Reflection
- Learner plan (w/ or w/o learning advisor)
- Pre- and post- test evaluation of an intervention
Ease of implementation: Easy. 52 items, est. 50 min.
Advantages:
- Easy to answer, administer, and score
- wide ranging: it covers metacognitive knowledge and regulation, and includes sub-categories
- Minimal time commitment
Drawbacks:
- Self-report
- True-false limits creativity of answers (even more than a Likert scale)
- Only intended for adults
- 52 items has been reported by some to be lengthy
Studies this has been used in:
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.