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

Summary/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. Keyword searches were conducted in EbscoHost, ERIC, Scopus, and Web of Science to identify all papers that assess metacognition through self-report. Searching for generic key terms such as Humanities did not return much relevant information, but searching for specific domains such as Literature, Sciences, Linguistics, Psychology, Arts had higher chances of finding papers related to metacognition assessment. It means that the topic is much more complex and requires special attention on each case or subfield. Due to the fact that very few studies refer to the assessment of metacognition in teachers, we decided to carry out a systematic review of articles that target instruments to measure the level of metacognitive awareness of adults, which could be further adapted for teachers reported in career management. 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. The authors believe that the role of self-reports should be considered when designing research assessing metacognition.

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