Return to References: Metacognition factor page.
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 metacognition in students from five to 18 years old through a metacognition index consisting of both parent and teacher questionnaires.
Al-Hilawani, Y. A., Easterbrooks, S. R., & Marchant, G. J. (2002). Metacognitive ability from a theory-of-mind perspective: A cross-cultural study of students with and without hearing loss. American Annals of the Deaf, 38-47.
Alvarado, J. M., Jiménez, V., & Jiménez, A. (2012). Using a test adapted to sign language to assess metacognitive skill of deaf students. Procedia-Social and Behavioral Sciences, 46, 1353-1357.
Alvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sanchez-Lopez, M., Martínez-Hortelano, J. A., & Martinez-Vizcaino, V. (2017). The effect of physical activity interventions on children's cognition and metacognition: A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(9), 729-738.
Aydın, E., & Dinçer, Ç. (2022). “I did it wrong, but i know it”: Young children's metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity, 45, 101104.
Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24(4), 560.
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731.
Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: I. The concept of metacognition and its roots. Scandinavian Journal of Educational Research, 35(3), 179-192.
Braten, I. (1991). Vygotsky as Precursor to Metacognitive Theory: II. Vygotsky as Metacognitivist. Scandinavian Journal of Educational Research, 35(4), 305-20.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, Motivation, and Understanding, 65-116.
Bryce, D., Whitebread, D., & Szűcs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition and Learning, 10, 181-198.
Buttelmann, F., & Karbach, J. (2017). Development and plasticity of cognitive flexibility in early and middle childhood. Frontiers in Psychology, 8, 1040.
Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 184(8), 1223-1232.
Chen, S., & McDunn, B. A. (2022). Metacognition: History,measurements, and the role in early childhood development and education. Learning and Motivation, 78, 101786.
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning how to solve problems. Cognitive Science, 13(2), 145-182.
Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72-79.
Davis, E. L., Levine, L. J., Lench, H. C., & Quas, J. A. (2010). Metacognitive emotion regulation: children's awareness that changing thoughts and goals can alleviate negative emotions. Emotion, 10(4), 498.
Diamond, A. (2006). The early development of executive functions. Lifespan cognition: Mechanisms of change, 210, 70-95.
Efklides, A., & Misailidi, P. (2019). Emotional self-regulation in the early years: The role of cognition, metacognition and social interaction. The SAGE Handbook of Developmental Psychology and Early Childhood Education, 502-516.
Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9(2), 288-307.
Fisher, R. (1998). Thinking about thinking: Developing metacognition in children. Early Child Development and Care, 141(1), 1-15.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. The Nature of Intelligence.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906.
Flavell, J. H. (2000). Development of children's knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15–23.
Forsberg, A., Blume, C. L., & Cowan, N. (2021). The development of metacognitive accuracy in working memory across childhood. Developmental Psychology, 57(8), 1297.
Freeman, E. E., Karayanidis, F., & Chalmers, K. A. (2017). Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children. Learning and Individual Differences, 57, 58-64.
Galambos, S. J., & Goldin-Meadow, S. (1990). The effects of learning two languages on levels of metalinguistic awareness. Cognition, 34(1), 1-56.
Gascoine, L., Higgins, S., & Wall, K. (2017). The assessment of metacognition in children aged 4–16 years: a systematic review. Review of Education, 5(1), 3-57.
Ger, E., & Roebers, C. M. (2023). The Relationship between Executive Functions, Working Memory, and Intelligence in Kindergarten Children. Journal of Intelligence, 11(4), 64.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: Behavior rating inventory of executive function. Odessa, FL: Psychological Assessment Resources.
Goupil, L., & Proust, J. (2023). Curiosity as a metacognitive feeling. Cognition, 231, 105325.
Jirout, J., & Klahr, D. (2020). Questions–and some answers–about young children's questions. Journal of Cognition and Development, 21(5), 729-753.
Kälin, S., & Roebers, C. M. (2022). Longitudinal associations between executive functions and metacognitive monitoring in 5-to 8-year-olds. Metacognition and Learning, 17(3), 1079-1095.
Kuhn, D., & Dean, Jr, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46
Lewis, H. (2019). Supporting the development of young children's metacognition through the use of video-stimulated reflective dialogue. Early Child Development and Care, 189(11), 1842-1858.
Lyons, K. E., & Zelazo, P. D. (2011). Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation. Advances in Child Development and Behavior, 40, 379-412.
Mansueto, G., Caselli, G., Ruggiero, G. M., & Sassaroli, S. (2019). Metacognitive beliefs and childhood adversities: An overview of the literature. Psychology, Health & Medicine, 24(5), 542-550.
Marulis, L. M., & Nelson, L. J. (2021). Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds. Metacognition and Learning, 16(1), 207-231.
Morris, M. W., Savani, K., & Fincher, K. (2019). Metacognition fosters cultural learning: Evidence from individual differences and situational prompts. Journal of Personality and Social Psychology, 116(1), 46.
Moshman, D. (2017). Metacognitive theories revisited. Educational Psychology Review, 30(2), 599–606.
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Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
Pennequin, V., Questel, F., Delaville, E., Delugre, M., & Maintenant, C. (2020). Metacognition and emotional regulation in children from 8 to 12 years old. British Journal of Educational Psychology, 90, 1-16.
Piaget, J. (1959). The language and thought of the child (3rd ed.). London: Routledge & Kegan. Paul. (M. Gabain, trans.).
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Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41(4), 219–225.
Pozuelos, J. P., Combita, L, M., Abundis, A., Paz-Alonso, P., Conejero, A., Guerra, S., & Rosario Rueda, M. (2017). Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children. Developmental Science, 22, 1-15.
Resendes, T., Benchimol-Elkiam, B., Delisle, C, Rene, J., & Poulin-Dubois, D. (2021). What I know and what you know: The role of metacognitive strategies in preschoolers' selective social learning. Cognitive Development, 60, 101117.
Reunamo, J., Lee, H. C., Wang, L. C., Ruokonen, I., Nikkola, T., & Malmstrom, S. (2014). Children's creativity in day care. Early Child Development and Care, 184(4), 617-632.
Ritchhart, R., Turner, T., & Hadar, L. (2009). Uncovering students' thinking about thinking using concept maps. Metacognition and Learning, 4, 145-159.
Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31-51.
Sáiz Manzanares, M. C., & Carbonero Martín, M. Á. (2017). Metacognitive precursors: An analysis in children with different disabilities. Brain Sciences, 7(10), 136.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset. Developmental Cognitive Neuroscience, 24, 42-50.
Shamir, A., Zion, M., & Spector_Levi, O. (2008). Peer tutoring, metacognitive processes and multimedia problem-based learning: The effect of mediation training on critical thinking. Journal of Science Education and Technology, 17(4), 384-398.
Taveras, E. M., Rifas-Shiman, S. L., Bub, K. L., Gillman, M. W., & Oken, E. (2017). Prospective study of insufficient sleep and neurobehavioral functioning among school-age children. Academic Pediatrics, 17(6), 625-632.
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van Loon, M. H., de Bruin, A. B., van Gog, T., & van Merriënboer, J. J. (2013). Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration. Learning and Instruction, 24, 15-25.
Ventura, A. C. (2022). Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated? Early Years, 1-13.
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Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT (A. Kozulin, trans.).
Whitebread, D., & Neale, D. (2020). Metacognition in early child development. Translational Issues in Psychological Science, 6(1), 8.
Yan, P., & Paul, P. V. (2021). Metacognition and English reading related outcomes for d/Deaf and hard of hearing students: A narrative review. Human Research in Rehabilitation, 11(2), 88-106.
Zohar, A., & David, A. B. (2008). Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition and Learning, 3, 59-82.