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The content explains metacognitive knowledge and metacognitive regulation, and outlines Nelson and Narens’ two-level model (object level for cognition and meta level for thinking about thinking). It also summarizes Perkins’ four levels of metacognitive learners, associated terms like self-regulated learning, and discusses benefits, misconceptions, and related practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-brief-metacognition/642106/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-brief-metacognition/642106.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does metacognition mean in learning?","Question",{"text":112,"@type":113},"Metacognition is “cognition about cognition” or thinking about one’s thinking. It involves planning, monitoring, evaluating, and changing one’s learning behaviours.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do monitoring and control work in metacognition?",{"text":117,"@type":113},"Monitoring checks whether a learner understands what they read. Control involves actions such as re-reading or reading slower to improve comprehension after monitoring feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What are Perkins’ four levels of metacognitive learners?",{"text":121,"@type":113},"Perkins defines tacit, aware, strategic, and reflective learners: from unaware of metacognitive knowledge, to applying strategies, to reflecting during learning while monitoring and adjusting.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642106,1793000384,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","International Education  \nEducation brief Metacognition  \nMetacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours.  \nWhat does metacognition mean?  \nThe prefix ‘meta’ means ‘about’ the thing itself. So, metacognition is ‘cognition about cognition’, or ‘thinking about one’s thinking’. It is often considered to have two dimensions: metacognitive knowledge and metacognitive regulation.  \n• Metacognitive knowledge includes the learner’s knowledge of their own cognitive abilities (e.g. I have trouble remembering dates), the learner’s knowledge of the nature of particular tasks (e.g. the ideas in this article are complex), and the learner’s knowledge of different  \nstrategies including when to use these strategies (e.g. if I break telephone numbers into chunks I will remember them) (Brown, 1987; Flavell, 1979).  \n• Metacognitive regulation describes how learners monitor and control their cognitive processes. For example, realising that the strategy they are using to solve a mathematical problem is not working and trying another approach (Nelson & Narens, 1990). Monitoring and control are described in more detail in the following section.  \nMETA LEVEL (metacognition)  \nOBJECT LEVEL (cognition)  \nMONITORING e.g., checking that you understand what you are reading  \nCONTROL  \ne.g., re-reading a paragraph, or reading slower to ensure better comprehension  \nFigure 1. Nelson and Narens’ (1990) Model of Metacognition  \nWhat is the theory behind metacognition?  \nA theory of metacognitive regulation that is widely cited in the research literature is Nelson and Narens’ (1990) model of metacognition. This consists of two levels: the object level and the meta level (see Figure 1 below).  \n• The object level is where cognitive processes or‘one’s thinking’ occurs. One example is decoding text when reading. At the object level, cognitive strategies (e.g. decoding) are used to help the learner achieve a particular goal (understanding the meaning of the text). This is cognition.  \n• The meta level is where ‘thinking about thinking’ takes place. At this higher-order level, metacognitive strategies are used to make sure the learner reaches the goal they have set. To continue with the reading example, this would begin with the learner thinking about how well they have understood the paragraph they have just read. This is termed monitoring. If they are happy with their comprehension level they will continue reading. If not, they will perhaps re-read the paragraph, or decide to use a dictionary to help their understanding. These actions are called control processes, as they are changing the learner’s cognitive processes or related behaviours, based on the monitoring feedback. This is metacognition.  \nEducation brief-Metacognition  \nPerkins (1992) defined four levels of metacognitive learners: tacit; aware; strategic; reflective. ‘Tacit’ learners are unaware of their metacognitive knowledge. They do not think about any particular strategies for learning and merely accept if they know something or not. ‘Aware’learners know about some of the kinds of thinking that they do – generating ideas, finding evidence, etc.– but thinking isnot deliberate or planned. ‘Strategic’ learners organise their thinking by using problem solving, grouping and classifying, evidence seeking, decision making, etc. They know and apply the strategies that help them learn.‘Reflective’ learners are not only strategic about their thinking but they also reflect upon their learning while it is happening, monitoring the success of any strategies they are using and then changing them as appropriate.  \nWhat other terms are associated with metacognition?  \n• Self-regulated learning is a broader term, encompassing cognition, metacognitive knowledge, metacognitive regulation and the motivation necessary to employ these strategies successfully (EEF, 2019).  \n• Metamemory – the metacognitive aspects of learning and mem","cbCaicO6roQfXsWL","https://ap.wps.com/l/cbCaicO6roQfXsWL","pdf",972938,"English","# What does metacognition mean?\n## Metacognitive knowledge\n## Metacognitive regulation\n# META LEVEL (metacognition) - OBJECT LEVEL (cognition)\n## Monitoring\n## Control\n# What is the theory behind metacognition?\n## Nelson and Narens’ model\n# Perkins (1992) four levels of metacognitive learners\n## Tacit\n## Aware\n## Strategic\n## Reflective\n# What other terms are associated with metacognition?\n## Self-regulated learning\n## Metamemory\n# What are the benefits of metacognition?\n# What are the misconceptions of metacognition?","[{\"question\":\"What does metacognition mean in learning?\",\"answer\":\"Metacognition is “cognition about cognition” or thinking about one’s thinking. It involves planning, monitoring, evaluating, and changing one’s learning behaviours.\"},{\"question\":\"How do monitoring and control work in metacognition?\",\"answer\":\"Monitoring checks whether a learner understands what they read. Control involves actions such as re-reading or reading slower to improve comprehension after monitoring feedback.\"},{\"question\":\"What are Perkins’ four levels of metacognitive learners?\",\"answer\":\"Perkins defines tacit, aware, strategic, and reflective learners: from unaware of metacognitive knowledge, to applying strategies, to reflecting during learning while monitoring and adjusting.\"}]","Education brief - Metacognition | PDF",1792721383]