Student Leadership Measurement Library
The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and undergraduate students. Professors’ use of the MAI as a potential screening tool to identify students requiring metacognitive strategy intervention is discussed as well as implications for future research.
Constructs Being Measured
How to Access and Cite
To access the resource, visit: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf
Outcome Families
Programmatic Purpose-terms
Instrument Characteristics
52 Likert-type items
Applicable Grade Levels-terms
Supporting Research
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
Available Languages
Rationale
Metacognition is a higher level complex skill that is crucial in the development of holistic outcomes. This tool measures metacognition comprehensively, including its main subcomponents -- knowledge of cognition and regulation of cognition.
Points to Consider
For more guidance on measuring student learning and best practices in adapting measurement tools to your contexts, check out the Portal page on Monitoring and Evaluation. You can also contact Alvin Vista (Knowledge Lead, Student Outcomes) and Robbie Dean (Director of Research) for specific questions.