Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.

Precise and accurate measurement of metacognitive phenomena has never been more necessary than in today’s fast-paced world in which vast quantities of information are readily available to the learner. The MAI, Jr. (see Sperling et al., 2002) is a widely used, 18-question, self-report measure of meta...

Full description

Autores:: Gutierrez de Blume, Antonio P.
Rhodes, Sam
Bryck, Richard L.

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad de San Buenaventura

Repositorio:: Repositorio USB

Idioma:: eng

id	SANBUENAV2_38624e3d37f35d148b431236c073968a
oai_identifier_str	oai:bibliotecadigital.usb.edu.co:10819/29353
network_acronym_str	SANBUENAV2
network_name_str	Repositorio USB
repository_id_str
dc.title.spa.fl_str_mv	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
dc.title.translated.eng.fl_str_mv	Conciencia metacognitiva entre adolescentes de secundaria: Desarrollo y validación de una versión abreviada del MAI, Jr.
title	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
spellingShingle	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr. Metacognitive awareness MAI, Jr.-S Metacognition Measurement Factor analysis Metacognitive awareness Metacognition Measurement Factor analysis MAI, Jr.-S
title_short	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
title_full	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
title_fullStr	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
title_full_unstemmed	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
title_sort	Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
dc.creator.fl_str_mv	Gutierrez de Blume, Antonio P. Rhodes, Sam Bryck, Richard L.
dc.contributor.author.spa.fl_str_mv	Gutierrez de Blume, Antonio P. Rhodes, Sam Bryck, Richard L.
dc.subject.eng.fl_str_mv	Metacognitive awareness MAI, Jr.-S Metacognition Measurement Factor analysis
topic	Metacognitive awareness MAI, Jr.-S Metacognition Measurement Factor analysis Metacognitive awareness Metacognition Measurement Factor analysis MAI, Jr.-S
dc.subject.spa.fl_str_mv	Metacognitive awareness Metacognition Measurement Factor analysis MAI, Jr.-S
description	Precise and accurate measurement of metacognitive phenomena has never been more necessary than in today’s fast-paced world in which vast quantities of information are readily available to the learner. The MAI, Jr. (see Sperling et al., 2002) is a widely used, 18-question, self-report measure of metacognitive awareness. However, this measure has not been re-examined for construct validity and internal consistency since its inception in 2002. In this manuscript we report on our findings of a 2-year study in which we worked to validate a shortened version of the MAI, Jr. Over the course of 2 years, 601 students in grades 6-8 participated in our study. In each year, data was examined using exploratory factor analysis with common factor extractions (principal axis factoring [PAF]) and oblique rotations (promax). The results of this study support the validation of a shortened, 7-item, scale. We discuss why shorter measures with appropriate construct validity and internal consistency are preferred.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-07-15T00:00:00Z 2025-08-25T21:59:59Z
dc.date.available.none.fl_str_mv	2024-07-15T00:00:00Z 2025-08-25T21:59:59Z
dc.date.issued.none.fl_str_mv	2024-07-15
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.coarversion.eng.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.content.eng.fl_str_mv	Text
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.eng.fl_str_mv	Journal article
dc.type.version.eng.fl_str_mv	info:eu-repo/semantics/publishedVersion
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.doi.none.fl_str_mv	10.21500/19002386.7034
dc.identifier.eissn.none.fl_str_mv	2665-4202
dc.identifier.issn.none.fl_str_mv	1900-2386
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/10819/29353
dc.identifier.url.none.fl_str_mv	https://doi.org/10.21500/19002386.7034
identifier_str_mv	10.21500/19002386.7034 2665-4202 1900-2386
url	https://hdl.handle.net/10819/29353 https://doi.org/10.21500/19002386.7034
dc.language.iso.eng.fl_str_mv	eng
language	eng
dc.relation.bitstream.none.fl_str_mv	https://revistas.usb.edu.co/index.php/Psychologia/article/download/7034/5481
dc.relation.citationendpage.none.fl_str_mv	66
dc.relation.citationissue.spa.fl_str_mv	2
dc.relation.citationstartpage.none.fl_str_mv	55
dc.relation.citationvolume.spa.fl_str_mv	18
dc.relation.ispartofjournal.spa.fl_str_mv	Psychologia
dc.relation.references.eng.fl_str_mv	Balcikanli, C. (2011). Metacognitive awareness inventory for teachers (MAIT). Retrieved from: http://repositorio.ual.es/bitstream/handle/10835/733/Art_25_563.pdf?sequence=1 Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. https://doi.org/10.1007/s10648-008-9083-6 Favieri, A. G. (2013). General metacognitive strategies inventory (GMSI) and the metacognitive integrals strategies inventory (MISI). Electronic Journal of Research in Educational Psychology, 11(3), 831–850. http://doi.org/10.14204/ejrep.31.13067 Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906 George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step. Taylor & Francis. https://doi.org/10.4324/9780429056765 Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for distinct accuracy and error factors. Learning and Instruction, 44, 1-10. https://doi.org/10.1016/j.learninstruc.2016.02.006 Gutierrez de Blume, A. P. (2022). Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology, 114(4), 681–700. https://doi.org/10.1037/edu0000674 Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Validation and examination of the factor structure of the Metacognitive Awareness Inventory (MAI) in Colombian university students. Psicogente, 24(46), 1-29. https://doi.org/10.17081/psico.24.46.4881 Händel, M., Harder, B., & Dresel, M. (2020). Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing. Learning and Instruction, 65, 1-9. https://doi.org/10.1016/j.learninstruc.2019.101245 Jaeger, A. J., & Wiley, J. (2014). Do illustrations help or harm metacomprehension accuracy? Learning and Instruction, 34, 58-73. https://doi.org/10.1016/j.learninstruc.2014.08.002 Lee, C. B., Teo, T., & Bergin, D. (2009). Children’s use of metacognition in solving everyday problems: An initial study from an Asian context. The Australian Educational Researcher, 36(3), 89-102. https://link.springer.com/content/pdf/10.1007/BF03216907.pdf Lima Filho, R. N., & Bruni, A. L. (2015). Metacognitive awareness inventory: Translation and validation from a confirmatory analysis. Psicologia: Ciência e Profissão, 35(4), 1275-1293. https://doi.org/10.1590/1982-3703002292013 Nelson, T.O., & Narens, L. (1990). Metamemory: A theoretical framework and some new findings. In G.H. Bower (Ed), The psychology of learning and motivation, Vol. 26 (pp. 125-173). Academic Press. Ozturk, N. (2017). Assessing metacognition: Theory and practices. International Journal of Assessment Tools in Education, 4(2), 134-148. https://doi.org/10.21449/ijate.298299 Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31-51. https://doi.org/10.1016/j.dr.2017.04.001 Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033 Schraw, G., Kuch, F., Gutierrez, A. P., & Richmond, A. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106, 1192-1202. https://doi.org/10.1037/a0036653 Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307 Speiss, M. A., Meier, B., & Roebers, C. M. (2016). Development and longitudinal relationships between children’s executive functions, prospective memory, and metacognition. Cognitive Development, 38, 99-113. https://doi.org/10.1016/j.cogdev.2016.02.003 Sperling, R. A., Howard, B. C., Miller L. A., & Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51-79. https://doi.org/10.1006/ceps.2001.1091 Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson. https://www.pearson.com/us/higher-education/program/Tabachnick-Using-Multivariate-Statistics-7th-Edition/PGM2458367.html Turan, S., Demirel, O., & Sayek, I. (2009). Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Medical Teacher, 31(10), e477-e483. https://doi.org/10.3109/01421590903193521 Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10. https://files.eric.ed.gov/fulltext/EJ854832.pdf
dc.rights.accessrights.eng.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.eng.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.uri.eng.fl_str_mv	http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv	openAccess
rights_invalid_str_mv	http://purl.org/coar/access_right/c_abf2 http://creativecommons.org/licenses/by-nc-sa/4.0
dc.format.mimetype.eng.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad San Buenaventura - USB (Colombia)
dc.source.eng.fl_str_mv	https://revistas.usb.edu.co/index.php/Psychologia/article/view/7034
institution	Universidad de San Buenaventura
bitstream.url.fl_str_mv	https://bibliotecadigital.usb.edu.co/bitstreams/d3b89170-8ee3-4d08-a002-e37fa7bef3ec/download
bitstream.checksum.fl_str_mv	a3f6e9b960866cd7a63b20261066c687
bitstream.checksumAlgorithm.fl_str_mv	MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad de San Buenaventura Colombia
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1851053630900142080
spelling	Gutierrez de Blume, Antonio P.Rhodes, SamBryck, Richard L.2024-07-15T00:00:00Z2025-08-25T21:59:59Z2024-07-15T00:00:00Z2025-08-25T21:59:59Z2024-07-15Precise and accurate measurement of metacognitive phenomena has never been more necessary than in today’s fast-paced world in which vast quantities of information are readily available to the learner. The MAI, Jr. (see Sperling et al., 2002) is a widely used, 18-question, self-report measure of metacognitive awareness. However, this measure has not been re-examined for construct validity and internal consistency since its inception in 2002. In this manuscript we report on our findings of a 2-year study in which we worked to validate a shortened version of the MAI, Jr. Over the course of 2 years, 601 students in grades 6-8 participated in our study. In each year, data was examined using exploratory factor analysis with common factor extractions (principal axis factoring [PAF]) and oblique rotations (promax). The results of this study support the validation of a shortened, 7-item, scale. We discuss why shorter measures with appropriate construct validity and internal consistency are preferred. La medición precisa y exacta de los fenómenos metacognitivos nunca ha sido más necesaria que en el acelerado mundo actual, en el que el alumno dispone de grandes cantidades de información. El MAI, Jr. (ver Sperling et al., 2002) es una medida de autoinforme de conciencia metacognitiva de 18 preguntas ampliamente utilizada. Sin embargo, esta medida no ha sido reexaminada en cuanto a validez de constructo y consistencia interna desde su inicio en 2002. En este documento se informa sobre los hallazgos de un estudio de 2 años en el que trabajamos para validar una versión abreviada del MAI, Jr. En el transcurso de 2 años, 601 estudiantes de 6.º a 8.º grado participaron en nuestro estudio. En cada año, los datos se examinaron mediante análisis factorial exploratorio con extracciones de factores comunes (factorización del eje principal [PAF]) y rotaciones oblicuas (promax). Los resultados de este estudio respaldan la validación de una escala abreviada de 7 ítems. Se discute por qué se prefieren medidas más cortas con validez de constructo y consistencia interna apropiadas.application/pdf10.21500/19002386.70342665-42021900-2386https://hdl.handle.net/10819/29353https://doi.org/10.21500/19002386.7034engUniversidad San Buenaventura - USB (Colombia)https://revistas.usb.edu.co/index.php/Psychologia/article/download/7034/54816625518PsychologiaBalcikanli, C. (2011). Metacognitive awareness inventory for teachers (MAIT). Retrieved from: http://repositorio.ual.es/bitstream/handle/10835/733/Art_25_563.pdf?sequence=1Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. https://doi.org/10.1007/s10648-008-9083-6Favieri, A. G. (2013). General metacognitive strategies inventory (GMSI) and the metacognitive integrals strategies inventory (MISI). Electronic Journal of Research in Educational Psychology, 11(3), 831–850. http://doi.org/10.14204/ejrep.31.13067Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step. Taylor & Francis. https://doi.org/10.4324/9780429056765Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for distinct accuracy and error factors. Learning and Instruction, 44, 1-10. https://doi.org/10.1016/j.learninstruc.2016.02.006Gutierrez de Blume, A. P. (2022). Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology, 114(4), 681–700. https://doi.org/10.1037/edu0000674Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Validation and examination of the factor structure of the Metacognitive Awareness Inventory (MAI) in Colombian university students. Psicogente, 24(46), 1-29. https://doi.org/10.17081/psico.24.46.4881Händel, M., Harder, B., & Dresel, M. (2020). Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing. Learning and Instruction, 65, 1-9. https://doi.org/10.1016/j.learninstruc.2019.101245Jaeger, A. J., & Wiley, J. (2014). Do illustrations help or harm metacomprehension accuracy? Learning and Instruction, 34, 58-73. https://doi.org/10.1016/j.learninstruc.2014.08.002Lee, C. B., Teo, T., & Bergin, D. (2009). Children’s use of metacognition in solving everyday problems: An initial study from an Asian context. The Australian Educational Researcher, 36(3), 89-102. https://link.springer.com/content/pdf/10.1007/BF03216907.pdfLima Filho, R. N., & Bruni, A. L. (2015). Metacognitive awareness inventory: Translation and validation from a confirmatory analysis. Psicologia: Ciência e Profissão, 35(4), 1275-1293. https://doi.org/10.1590/1982-3703002292013Nelson, T.O., & Narens, L. (1990). Metamemory: A theoretical framework and some new findings. In G.H. Bower (Ed), The psychology of learning and motivation, Vol. 26 (pp. 125-173). Academic Press.Ozturk, N. (2017). Assessing metacognition: Theory and practices. International Journal of Assessment Tools in Education, 4(2), 134-148. https://doi.org/10.21449/ijate.298299Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31-51. https://doi.org/10.1016/j.dr.2017.04.001Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033Schraw, G., Kuch, F., Gutierrez, A. P., & Richmond, A. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106, 1192-1202. https://doi.org/10.1037/a0036653Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307Speiss, M. A., Meier, B., & Roebers, C. M. (2016). Development and longitudinal relationships between children’s executive functions, prospective memory, and metacognition. Cognitive Development, 38, 99-113. https://doi.org/10.1016/j.cogdev.2016.02.003Sperling, R. A., Howard, B. C., Miller L. A., & Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51-79. https://doi.org/10.1006/ceps.2001.1091Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson. https://www.pearson.com/us/higher-education/program/Tabachnick-Using-Multivariate-Statistics-7th-Edition/PGM2458367.htmlTuran, S., Demirel, O., & Sayek, I. (2009). Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Medical Teacher, 31(10), e477-e483. https://doi.org/10.3109/01421590903193521Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10. https://files.eric.ed.gov/fulltext/EJ854832.pdfinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.http://creativecommons.org/licenses/by-nc-sa/4.0https://revistas.usb.edu.co/index.php/Psychologia/article/view/7034Metacognitive awarenessMAI, Jr.-SMetacognitionMeasurementFactor analysisMetacognitive awarenessMetacognitionMeasurementFactor analysisMAI, Jr.-SMetacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.Conciencia metacognitiva entre adolescentes de secundaria: Desarrollo y validación de una versión abreviada del MAI, Jr.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2721https://bibliotecadigital.usb.edu.co/bitstreams/d3b89170-8ee3-4d08-a002-e37fa7bef3ec/downloada3f6e9b960866cd7a63b20261066c687MD5110819/29353oai:bibliotecadigital.usb.edu.co:10819/293532025-08-25 16:59:59.922http://creativecommons.org/licenses/by-nc-sa/4.0https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.com

Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.

Publicaciones similares