{"id":622,"date":"2018-07-17T15:04:49","date_gmt":"2018-07-17T06:04:49","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?p=622"},"modified":"2018-10-19T05:34:50","modified_gmt":"2018-10-18T20:34:50","slug":"metacognitive-awareness-inventory-mai","status":"publish","type":"post","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/metacognitive-awareness-inventory-mai\/","title":{"rendered":"Metacognitive Awareness Inventory (MAI)"},"content":{"rendered":"<p><b>Purpose: <\/b>T<b><span style=\"font-weight: 400;\">o look at adults\u2019 metacognitive awareness.<\/span><\/b><\/p>\n<p><b>Sources:\u00a0<\/b><\/p>\n<ul>\n<li><a href=\"https:\/\/www.harford.edu\/~\/media\/PDF\/Student-Services\/Tutoring\/Metacognition%20Awareness%20Inventory.ashx\">https:\/\/www.harford.edu\/~\/media\/PDF\/Student-Services\/Tutoring\/Metacognition%20Awareness%20Inventory.ashx<\/a><\/li>\n<li><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s11409-017-9176-z\">https:\/\/link.springer.com\/article\/10.1007\/s11409-017-9176-z<\/a><\/li>\n<li><a href=\"http:\/\/psycnet.apa.org\/record\/1995-07941-001\">http:\/\/psycnet.apa.org\/record\/1995-07941-001<\/a><\/li>\n<\/ul>\n<p><!--more--><\/p>\n<p><b>Short description:\u00a0<\/b><span style=\"font-weight: 400;\">Inventory with 52 true\/false items intended to look at adults\u2019 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. \u00a0<\/span><\/p>\n<p><b>Sample questions:\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Instructions: <\/span><\/p>\n<p><span style=\"font-weight: 400;\">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.<\/span><b><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Sample questions: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I ask myself periodically if I am meeting my goals.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I know how well I did once I finish a test.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I create my own examples to make information more meaningful.<\/span><\/li>\n<\/ul>\n<p><b>Paid or free:\u00a0<\/b>Free<\/p>\n<p><b>Reliability\/validity measures:\u00a0<\/b>Not available<\/p>\n<p><b>Setting:\u00a0<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tutoring center<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Self-access learning center<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Self-reflection<\/span><\/li>\n<\/ul>\n<p><b>Stakeholder(s):\u00a0<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learner<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learning advisor<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teacher<\/span><\/li>\n<\/ul>\n<p><b>Type of measurement:\u00a0<\/b>Questionnaire<\/p>\n<p><b>Possible uses:\u00a0<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Reflection<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learner plan (w\/ or w\/o learning advisor) <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pre- and post- test evaluation of an intervention<\/span><\/li>\n<\/ul>\n<p><b>Ease of implementation:\u00a0<span style=\"font-weight: 400;\">Easy. 52 items, est. 50 min.<\/span> <\/b><\/p>\n<p><b>Advantages:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Easy to answer, administer, and score<\/span><\/li>\n<li>wide ranging:\u00a0it covers metacognitive knowledge and regulation, and includes sub-categories<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Minimal time commitment <\/span><\/li>\n<\/ul>\n<p><b>Drawbacks:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Self-report<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">True-false limits creativity of answers (even more than a Likert scale) <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Only intended for adults<\/span><\/li>\n<li>52 items has been reported by some to be lengthy<\/li>\n<\/ul>\n<p><b>Studies this has been used in:<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Schraw, G. &amp; Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose: To look at adults\u2019 metacognitive awareness. Sources:\u00a0 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<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,4,3,7],"tags":[],"class_list":["post-622","post","type-post","status-publish","format-standard","hentry","category-awareness","category-questionnaire","category-self-determination-theory","category-self-regulation"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/622","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=622"}],"version-history":[{"count":4,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/622\/revisions"}],"predecessor-version":[{"id":681,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/622\/revisions\/681"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=622"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/categories?post=622"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/tags?post=622"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}