metakognitiver

Metakognitiver refers to the capacity to think about and regulate one’s own thinking. It encompasses two core components: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge includes awareness of what one knows about cognition, including task demands, and which strategies are likely to be effective. Metacognitive regulation involves planning how to approach a task, monitoring progress during task performance, and evaluating the outcome after completion.

Origins and theory: The concept was articulated by John Flavell in the 1970s and has become central to studies of self-regulated learning and cognitive development. Metakognition is related to general intelligence but is distinct in focusing on awareness and control of cognitive processes. It interacts with factors such as domain knowledge, experience, and motivation, and is often viewed as both a trait and a set of skills that can be taught and improved.

Measurement and applications: Researchers study metakognitiver through self-report inventories, think-aloud protocols, and performance-based tasks. In education, explicit instruction in metacognitive strategies—planning approaches, self-questioning, monitoring comprehension or problem-solving, and reflecting on results—can enhance learning across ages and subjects. In clinical and performance contexts, metacognitive approaches address beliefs about thinking and regulate cognitive strategies to reduce maladaptive patterns and improve decision making.

Limitations: The construct is diverse and sometimes inconsistently defined across disciplines, which can complicate measurement and interpretation. Cultural, linguistic, and contextual factors can influence how metakognitiver manifests and is assessed.

Overall, metakognitiver is a foundational concept in understanding how people learn, reason, and adapt their thinking to different tasks and environments.