metacognitionprocesses

Metacognition processes refer to the higher-order cognitive activities used to plan, monitor, and regulate one’s own thinking and learning. They involve both metacognitive knowledge—what a person knows about their own cognition, the tasks they face, and the strategies available—and metacognitive regulation, the actions taken to control learning and problem-solving.

Metacognitive knowledge is commonly categorized into person knowledge (awareness of abilities and limits), task knowledge (understanding task demands), and strategy knowledge (awareness of effective approaches). Metacognitive regulation includes planning (selecting goals and strategies, allocating resources), monitoring (tracking comprehension and progress during a task), and evaluating (assessing outcomes and deciding whether to adjust strategies).

These processes operate across domains but depend on experience, task familiarity, and feedback. In educational settings, metacognition supports self-regulated learning, with learners setting goals, choosing and adapting strategies, monitoring progress, and reflecting on results to improve future performance. Instruction often combines strategy training with prompts that encourage prediction, self-questioning, and reflective review.

Measurement and research on metacognition use qualitative methods such as think-aloud protocols and interviews, as well as quantitative tools like self-report inventories and behavioral indicators of strategy use. Findings explore links between metacognitive skills, achievement, motivation, and transfer, and examine how these processes develop with age, instruction, and practice. Limitations include context-dependence and interactions with cognitive load and motivation.