metakognition

Metacognition refers to knowledge about and regulation of one’s own cognitive processes. It involves awareness of one’s learning strengths and weaknesses, understanding how one learns best, and the ability to guide thinking and problem solving through planning, monitoring, and evaluating one’s performance.

The term was popularized by psychologist John Flavell in the 1970s, who distinguished metacognition from immediate cognitive processing. He emphasized two broad areas: metacognitive knowledge (about person, task, and strategy) and metacognitive regulation (planning, monitoring, and evaluating cognitive activities). Some theories also include metacognitive experiences—conscious reflections on one's own thinking—and a meta-level control system that supervises lower-level cognitive operations, as in the Nelson and Narens framework.

Models of metacognition often highlight the interaction between knowledge about cognition and the regulation of cognitive activities. The self-regulated learning model, for example, describes phases of planning, monitoring progress, and evaluating outcomes, with learners adjusting strategies as needed. Metacognitive processes are observed across development and vary by task and domain. Assessment methods include think-aloud protocols, reflective journals, and self-report scales such as the Metacognitive Awareness Inventory.

Applications of metacognition are widespread in education and psychology. In education, explicit instruction in planning, monitoring comprehension, and evaluating learning strategies improves transfer and independence. Prompts, modeling, and guided reflection help students develop autonomous learning skills. In clinical settings, metacognitive approaches address how individuals think about their thoughts, with therapies aimed at improving cognitive control and reducing maladaptive thinking patterns.