métacognition

Metacognition refers to the set of processes that enable people to think about and regulate their own thinking. It includes an awareness of what one knows and does not know, as well as the ability to plan, monitor, and adjust cognitive strategies during tasks such as learning, problem solving, and decision making.

Metacognitive knowledge includes person knowledge (about oneself as a learner), task knowledge (about task demands), and strategy knowledge (about how to use cognitive tools). Metacognitive regulation covers planning (selecting goals and strategies), monitoring (assessing comprehension and progress), and evaluating (judging outcomes). Some researchers include metacognitive experiences—subjective feelings and judgments that accompany thinking, such as confidence or feelings of knowing.

Origin and assessment: John Flavell introduced the term in the 1970s, defining metacognition as knowledge about cognitive processes and their regulation. Researchers study it through think-aloud protocols, self-report scales (for example, metacognitive awareness inventories), and experimental tasks involving judgments of learning and memory calibration.

Applications and implications: In education, metacognition underpins self-regulated learning; instruction aims to improve planning, monitoring, and strategy use. Metacognitive training often enhances reading comprehension, problem solving, and exam performance. Research also covers development in childhood, changes with aging, and clinical conditions characterized by impaired self-assessment.