Metacognitive Awareness Inventory (MAI)

The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and undergraduate students. Professors’ use of the MAI as a potential screening tool to identify students requiring metacognitive strategy intervention is discussed as well as implications for future research.

Constructs Being Measured
Primary: 
Metacognition
How to Access and Cite

To access the resource, visit: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Outcome Families
Well-being
Connectedness
Awareness
Agency
Mastery
Programmatic Purpose
Classroom-level data and feedback
Program-level monitoring and evaluation
Instrument Characteristics
Type of items: 

52 Likert-type items

Format: 
Self-report
Applicable Grade Levels
Pre-primary
Primary
Secondary
Post-secondary
Supporting Research

Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

Rationale

Metacognition is a higher level complex skill that is crucial in the development of holistic outcomes. This tool measures metacognition comprehensively, including its main subcomponents -- knowledge of cognition and regulation of cognition.

Points to Consider

For more guidance on measuring student learning and best practices in adapting measurement tools to your contexts, check out the Portal page on Monitoring and Evaluation. You can also contact Alvin Vista (Knowledge Lead, Student Outcomes) and Robbie Dean (Director of Research) for specific questions.