metacognitive

Metacognition is the awareness and regulation of one’s own thinking processes. It encompasses knowledge about cognition and the ability to monitor and adapt cognitive strategies across tasks. The adjective metacognitive describes processes, strategies, or knowledge that operate at this higher, reflective level.

Metacognitive knowledge includes declarative knowledge about one’s abilities and task demands, procedural knowledge about how to apply strategies, and conditional knowledge about when and why to use particular approaches. Metacognitive regulation involves planning (choosing strategies and allocating resources), monitoring (assessing understanding and performance during a task), and evaluating (reflecting on outcomes after a task and deciding on future adjustments).

Originating with John Flavell in 1979, metacognition has been developed through theoretical models such as the Nelson and Narens framework, which emphasizes monitoring and control processes. Researchers in education have highlighted both domain-general and domain-specific aspects, exploring how students adapt strategies across subjects and tasks.

In research and practice, metacognition is studied through methods such as self-report questionnaires, think-aloud protocols, and task-specific measures like judgments of learning or feeling of knowing. Neurocognitive studies link metacognition to brain networks involved in executive function, including prefrontal circuits.

Applications of metacognition are wide, with emphasis on self-regulated learning, reading comprehension, problem solving, and performance in complex tasks. Metacognitive instruction—prompting learners to plan, monitor, and evaluate their approach—can enhance learning outcomes and cognitive flexibility.

Limitations and development are important considerations. Metacognitive judgments can be biased, leading to overconfidence or underconfidence, and cultural or instructional factors can shape how metacognition is expressed. Developmentally, metacognitive skills emerge in childhood and can be strengthened through explicit education and practice.