Metacognitive Awareness Scale, Domain Specific (MCAS-DS): Assessing Metacognitive Awareness During Raven’s Progressive Matrices

Abstract

Metacognition, the cognition about cognition, is closely linked to intelligence and therefore understanding the metacognitive processes underlying intelligence test performance, specifically on Raven’s Progressive Matrices, could help advance the knowledge about intelligence. The measurement of metacognition, is often done using domain-general offline questionnaires or domain-specific online think-aloud protocols. This study aimed to investigate the relationship between metacognitive awareness and intelligence via the design and use of a novel Meta-Cognitive Awareness Scale – Domain Specific (MCAS-DS) that encourages reflection of task strategy processes. This domain-specific scale was first constructed to measure participants’ awareness of their own metacognition linked to Raven’s Progressive Matrices (SPM). Following discriminatory index and Exploratory Factor Analysis, a 15-item scale was derived. Exploratory Factor Analysis showed five factors: Awareness of Engagement in Self-Monitoring, Awareness of Own Ability, Awareness of Responding Speed/Time, Awareness of Alternative Solutions and Awareness of Requisite Problem-Solving Resources. The intelligence level of ninety-eight adults was then estimated using Raven’s Standard Progressive Matrices. Participants also completed the MCAS-DS, and further items that examined their test-taking behavior and Confidence level. Metacognitive awareness was positively correlated to standardized IQ scores derived from the SPM whilst Over-Confidence derived using the Confidence level measure was negatively correlated to SPM. Despite some limitations, this study shows promise for elucidating the relationship between metacognitive awareness and intelligence using the task-specific scale.

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

“…Developing the MCAGS is a proactive effort to offer future researchers a domain-specific scale that can detect learners’ metacognitive knowledge and strategies to maintain constant effort and interest in learning English. As introduced in the earlier section, the application of domain-specific scales for specific purposes instead of general scales is encouraged by scholars (e.g., Song et al, 2021 ), stating that the generic nature of general instruments may fail to capture specific psychological constructs when participants respond to the instruments. For instance, the meta-analytical review by Ohtani and Hisasaka (2018) attributed a biased result to the possible cause of domain representativeness issue, arguing that the larger effect sizes of online metacognitive measurement methods compared with off-line methods are the results of the fact that off-line methods reflect domain-general metacognition while on-line methods could reflect domain-specific metacognition.…”

“…The advantages of the self-report questionnaire are time-saving, easy to administer to a substantial number of participants, and resource-saving. Nonetheless, many scholars have also criticized the validity of conducting questionnaire research, especially when administering the general scales for domain-specific matters (e.g., Allon et al, 1994 ; Song et al, 2021 ). For instance, to what degree will the general metacognitive scales measure individuals’ state of their metacognitive awareness in a specific context?…”

Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

“…Regulation of cognition was correspond to a nal evaluation and modi cation of learning strategies, it includes planning, implementing, monitoring, debugging, and evaluating strategies [8] . Knowledge of cognition and regulation of cognition were correlated but not compensatory [9] . Students with higher knowledge of cognition have higher test performance [10] .…”

Contribution of metacognition awareness to critical thinking skills with pbl model and hpc strategy: A food digestion system study

“…Metacognitive awareness of cognitive processes is more evident in individuals who excel in cognitive activities than those who perform less well. It includes intellectually gifted children, who show higher metacognitive knowledge than children of high average and low average intelligence (Song et al, 2021).…”