Measures of children's knowledge and regulation of cognition

Rayne A. Sperling, Bruce C. Howard, Lee Ann Miller, Cheryl Murphy

Research output: Contribution to journalArticle

147 Scopus citations

Abstract

Two studies were conducted to investigate measures of children's metacognition. Experiment 1 presented two versions of a self-report inventory, the Jr. MAI, appropriate for assessing metacognition in children in grades 3-9. Factor analyses are interpreted that illustrate how the items measure components of metacognition. Experiment 2 further addressed properties of the two versions and compared the instrument to other inventories, teacher ratings of children's metacognition, and student achievement scores. Findings indicated high correlations between the Jr. MAI and an existing metacognitive problem-solving inventory (Fortunato, Hecht, Tittle, & Alvarez, 1991). Moderate correlations between the Jr. MAI and other self-report instruments of metacognition while reading (Jacobs & Paris, 1987; Schmitt, 1990) and low correlations between the Jr. MAI and teacher ratings of metacognition and overall achievement scores were also found. Gender and grade level differences in metacognition are presented and discussed. The instruments are appended.

Original languageEnglish (US)
Pages (from-to)51-79
Number of pages29
JournalContemporary Educational Psychology
Volume27
Issue number1
DOIs
StatePublished - Jan 1 2002

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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