selfquestioning

Self-questioning is the deliberate practice of generating questions to oneself to guide thinking, monitor understanding, solve problems, and regulate learning. It is used across disciplines and settings, including education, psychology, and personal development, as a tool to enhance cognitive control and metacognitive awareness.

In educational contexts, self-questioning is a key metacognitive strategy for improving reading comprehension and problem-solving. A typical cycle includes generating questions before engaging with material, asking questions during processing to monitor meaning, and answering questions after completion to summarize, infer, and evaluate. Common prompts focus on identifying main ideas, clarifying confusing points, predicting outcomes, and assessing evidence. Explicit instruction in question generation and gradual fading of guidance help learners apply the strategy independently.

In psychology and therapy, self-questioning supports cognitive restructuring and the examination of automatic thoughts. Through Socratic-style questioning, individuals assess the evidence for beliefs, consider alternative perspectives, and evaluate the implications of holding certain thoughts. This approach is foundational in cognitive-behavioral therapy and is also used in self-help programs to reduce distress and maladaptive thinking.

Techniques and tools for self-questioning include think-aloud protocols, reflective journals, cue cards with prompts, and structured question sequences (such as who, what, where, when, why, how). Effective use relies on practice, appropriate prompt quality, and alignment with an individual’s goals and readiness. See also metacognition, self-regulated learning, and cognitive-behavioral therapy.