A Cross-Sectional Study of Assessing Metacognitive Knowledge and Metacognitive Regulatory Skills among Prospective Teachers - Research Report

Oct 15, 2026

The study assesses metacognitive awareness in prospective teachers and evaluates how effectively teacher training institutions develop metacognitive knowledge and metacognitive self-regulatory skills. Using a descriptive cross-sectional, correlational design, it applies the Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994) and confirms validity in the Pakistani context. Independent samples t-test and Pearson correlation analyze relationships with academic achievement (GPA) and demographic variables.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Keywords

Introduction

Metacognition and cognitive regulation

Domains of metacognition

Gender differences in metacognition

A Cross-Sectional Study of Assessing Metacognitive Knowledge and Metacognitive Regulatory Skills among Prospective Teachers and Its Relation to their Academic Achievement Aroona Hashmi *, Mubasihra Khalid** and Almas Shoaib*** Abstract Metacognitive skills are amongst the striking concept since a couple of decades, when Flavell,(1979) first introduced it. This concept is multidimensional in nature. Metacognition is a higherorder thinking skill. Therefore, the main purpose of this study was to assess metacognitive awareness in prospective teachers and to find out how much our teacher training institutions are successfully contributing to developing such awareness in prospective teachers. This study is descriptive in nature. It is a situational analysis for the concept of metacognition in the prevailing teacher education system by doing co-relational and cross-sectional study. The instrument of this study is the metacognitive awareness inventory (MAI) developed by the Schraw and Dennison (1994) . The validity and reliably of this instrument in the Pakistani context were ensured. Independent samples t-test and Pearson correlation coefficient (r) were used. Findings of the study showed positively strong and significant relationship between prospective teachers’ metacognitive knowledge and metacognitive self-regulatory skills in teacher training institutions, but it was also revealed from the results that there was a negatively weak relationship between prospective teachers ’ academic achievement (GPA) with their metacognitive knowledge and metacognitive regulatory skills. Moreover, there was an insignificant difference in prospective teachers’metacognitive knowledge and metacognitive self-regulatory skills in teachers training institutions based on demographic variables (i.e. age, gender, and university type) . Keywords: Metacognitive skills, metacognitive knowledge, metacognitive regulatory *Assistant Professor of Education, Institute of Education and Research, University of the Punjab, Lahore. Pakistan. Email: [aroona.ier@pu.edu.pk](aroona.ier@pu.edu.pk) ** Assistant Professor of Education, Institute of Education and Research, University of the Punjab, Lahore. [Pakistan. Email: mubashirakhalid@yahoo.com](Pakistan. Email: mubashirakhalid@yahoo.com) *** PhD Scholar, Institute of Education and Research, University of the Punjab, Lahore. Email: [almas.phd.ier@pu.edu.pk](almas.phd.ier@pu.edu.pk) Introduction Metacognition has been discussed as the regulation and control of cognitive strategies for learning. It is defined as thinking about thinking (Yzerbyt, Lories, & Dardenne, 1998) . In addition to this, metacognition includes the knowledge and epistemological beliefs of an individual that related to his/her own cognitive processes, and the arrangement of these cognitive processes (Ormrod, 2006) . Research has shown that epistemological assumptions refer to the students’ perspectives about instructional practices. Individual beliefs about knowledge are known as personal epistemology that is different according to the learners’ willingness and engagement in the learning process. Therefore, students have their own certain perceptions about how to relate testing, interactivity, academic tasks, choices of textbooks and the structure of the classroom, etc. with the acquisition of knowledge (Hofer, 2004) . The way how the learner connects themselves in learning activity is determined by personal epistemology. This proceeds to regulatory and control elements of metacognition. Metacognition has become the most attractive domain for both Psychologists and Philosophers as well. Researchers agree at the point that both personal epistemology and self-regulation have an effect on learning. It was discovered by Young and Fry (2008) understanding of metacognitive skills was significantly correlated with the grades of college students. Schraw and Dennison (1994) developed MAI and discovered no significant difference in the metac

FAQs

What is the main purpose of the study?

To assess metacognitive awareness in prospective teachers and examine how teacher training institutions contribute to developing metacognitive knowledge and self-regulatory skills.

What instrument and research approach are used?

The study uses the Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994) and follows a descriptive cross-sectional correlational design.

How do metacognitive knowledge and self-regulatory skills relate to academic achievement and demographics?

Results show a positively strong and significant relationship between prospective teachers’ metacognitive knowledge and metacognitive self-regulatory skills. A negatively weak relationship is reported between academic achievement (GPA) and the metacognitive variables, and differences by demographic variables (age, gender, university type) are insignificant.

Oct 15, 2026

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