Establishing the Factor Structure of the 18-Item Version of the Junior Metacognitive Awareness Inventory

Kim, Boyoung; Zyromski, Brett; Mariani, Melissa; Lee, Sang Min; Carey, John C.

doi:10.1080/07481756.2017.1326751

Cited by 15 publications

(20 citation statements)

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“…This research has produced a metacognitive awareness mapping of Grade X and XI science students of SMAN 2 Bantul. Data on students' metacognitive awareness responses were obtained through filling out a Jr. MAI questionnaire that had been developed by Kim et al [5]. Metacognitive awareness is divided into two aspects, namely Metacognitive Knowledge (MK) and Metecognitive Regulation (MR) [12].…”

Section: Resultsmentioning

confidence: 99%

“…To capture the metacognitive awareness data of SMAN 2 Bantul students, researchers have adopted the Jr.MAI (Junior Metacognitive Awareness Inventory) metacognitive awareness instrument developed by Kim et al, [5]. Metacognitive awareness consists of two subscales, namely Metacognitive Knowledge and Metacognitive Regulation.…”

Section: Instrumentmentioning

confidence: 99%

“…Jr. MAI has been tested and analyzed by Kim et al, through exploratory factor analysis and confirmatory factor analysis techniques. A total of 18 items of the Jr. MAI scale (9 items of MK and 9 items of MR) adopted have good validity and reliability [5] so that they can be used as instruments to explore information in describing students' metacognitive awareness profiles. Jr. MAI which has been used, has been examined by 2 senior English lecturers to ensure the suitability of the meaning of each item.…”

Section: Instrumentmentioning

confidence: 99%

“…This idea is the result of the research on children's memory in 1970 [3]. Flavel described metacognitive knowledge as individuals related to their own cognitive activity or everything related to it [4], [5]. However, along with the rapid research on metacognitive, various experts provide new definitions as a refinement of the original idea, for example, Daher, Anabousy, and Jabarin [6] define metacognition as cognition about cognition or knowledge about knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Sukarelawan

Sriyanto

2019

JRKPF

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This study aims to map the metacognitive awareness profile of students. Respondents involved were 198 students (24% male and 76% female) who were spread in Grade X and XI Science. Respondents were selected using convenience sampling techniques at SMAN 2 Bantul in 2018/2019 Academic Year. Students' metacognitive awareness data were collected using the Jr. MAI developed by Kim et al. Students' metacognitive awareness data were analyzed descriptively and quantitatively. Results showed that female were more dominant having metacognitive awareness than male students. Overall, students already have good metacognitive awareness in knowledge and regulation aspects. Students' metacognitive knowledge were dominant distributed in Good (class X) and Very Good (class XI) category. While the Students' metacognitive regulations were dominant distributed in the Good category (class X and XI). The results of this study are expected to be used as a teacher's reference in designing effective teaching strategies to improve student academic achievement.

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Section: Resultsmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Sukarelawan

Sriyanto

2019

JRKPF

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“…For this research, debugging was included in monitoring of metacognition. The Jr. MAI, Version B, is a valid and a reliable research instrument, and it has been widely used (see Kim, Zyromski, Mariani, Lee, & Carey, 2016;Lai, Zhu, Chen, & Li, 2015;Ning, 2018;Sperling, Richmond, Ramsay, & Klapp, 2012). In addition, it is a proper instrument in measuring metacognition in Greek population (see Panaoura & Philippou, 2003;Stephanou & Mpiontini, 2017).…”

Section: Metacognitionmentioning

confidence: 99%

Effects of Metacognition on Performance in Mathematics and Language- Multiple Mediation of Hope and General Self-Efficacy

Στεφάνου¹,

Tsoni²

2019

IJPS

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This study examined (a) students’ reported use of metacognitive knowledge (declarative, procedural, conditional) and metacognitive regulation (planning, monitoring, information management, evaluation) when they are doing school work or homework, and the effect of metacognition on school performance in language and mathematics and (b) the role of hope (agency thinking, pathway thinking) in general self-efficacy, in the impact of general self-efficacy on metacognition, and in the effect of metacognition on school performance. One hundred and sixty-five 5th and 6th grade students (83 boys, 82 girls), randomly selected from 10 state primary schools of various regions of Greece, participated in the study. Data gathered at the second school term of the total three terms. The results revealed that: (a) the reported frequency of use of metacognitive knowledge (mainly, conditional) and metacognitive regulation (mainly, monitoring) was at a moderate extent, (b) hope (predominately, pathway thinking) was a positive formulator of general self-efficacy and of its impact on metacognition, but the influential role of the two constructs differed between and within the components of metacognition, (c) the three sets of predictors had complementary and positive effects on school performance but their relative power in influencing it varied between mathematics and language and within each school subject, with agency thinking being the most powerful predictor and (d) general self-efficacy mediated the impact of metacognition on school performance, while hope had direct impact on school performance beyond that of metacognition and general self-efficacy. The findings are discussed for their practical applications in education and future research.

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