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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al, 2000): Measures, through a metacognition index consisting of both parent and teacher questionnaires, the metacognition in students from five to 18 years old
Artz, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137-175.
Farnam, A., & Anjomshoaa, H. (2020). The relationship between metacognition skills with academic motivation and academic achievement among high school students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759-10766.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: Behavior rating inventory of executive function. Odessa, FL: Psychological Assessment Resources.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The Psychology of Learning and Motivation (pp. 125-173). New York, NY: Academic Press.
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition?. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.
Özcan, Z. Ç., & Eren Gumuş, A. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116-134.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York, NY: Macmillan.
Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM Mathematics Education, 42(2), 219-229.
Veenman, M. V. J., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness availability versus production deficiencies. Anxiety, Stress, and Coping, 13, 391-412.
Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G., … Blakemore, S. J. (2013). The development of metacognitive ability in adolescence. Consciousness and Cognition, 22(1), 264-271.
Yang, K. L. (2012). Structures of cognitive and metacognitive reading strategy use for reading comprehension of geometry proof. Educational Studies in Mathematics, 80(3), 307-326.