GE2202

Name: Allyson Jayne A. Dizon Section: BSA-1B Date: 03-01-23

Metacognitive Awareness Inventory

(MAI)

Think of yourself as a learner. Read each statement carefully. Consider if the statement is false, as it
generally applies to you when you are a learner (student, attending classes, university, etc.)
Check ( ) True or False as appropriate. When finished with all statements, apply your responses to the
Scoring Guide.

True False
1. I ask myself periodically if I am meeting my goals.

2. I consider several alternatives to a problem before I answer.

3. I try to use strategies that have worked in the past.

4. I pace myself while learning to have enough time.

5. I understand my intellectual strengths and weaknesses.

6. I think about what I really need to learn before I begin a task.

7. I know how well I did once I finish a test.

8. I set specific goals before I begin a task.

9. I slow down when I encounter important information.

10. I know what kind of information is most important to learn.

11. I ask myself if I have considered all options when solving a problem.

12. I am good at organizing information.

13. I consciously focus my attention on important information.

14. I have a specific purpose for each strategy I use.

15. I learn best when I know something about the topic.

16. I know what the teacher expects me to learn.

17. I am good at remembering information.

18. I use different learning strategies depending on the situation.

19. I ask myself if there was an easier way to do things after I finish a task.

20. I have control over how well I learn.

21. I periodically review to help me understand important relationships.

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22. I ask myself questions about the material before I begin.

23. I think of several ways to solve a problem and choose the best one.

24. I summarize what I’ve learned after I finish.

True False
25. I ask others for help when I don’t understand something.

26. I can motivate myself to learn when I need to

27. I am aware of what strategies I use when I study.

28. I find myself analyzing the usefulness of strategies while I study.

29. I use my intellectual strengths to compensate for my weaknesses.

30. I focus on the meaning and significance of new information.

31. I create my own examples to make information more meaningful.

32. I am a good judge of how well I understand something.

33. I find myself using helpful learning strategies automatically.

34. I find myself pausing regularly to check my comprehension.

35. I know when each strategy I use will be most effective.

36. I ask myself how well I accomplish my goals once I’m finished.

37. I draw pictures or diagrams to help me understand while learning.

38. I ask myself if I have considered all options after I solve a problem.

39. I try to translate new information into my own words.

40. I change strategies when I fail to understand.

41. I use the organizational structure of the text to help me learn.

42. I read instructions carefully before I begin a task.

43. I ask myself if what I’m reading is related to what I already know.

44. I re-evaluate my assumptions when I get confused.

45. I organize my time to best accomplish my goals.

46. I learn more when I am interested in the topic.

47. I try to break studying down into smaller steps.

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48. I focus on overall meaning rather than specifics.

49. I ask myself questions about how well I am doing while I am learning
something new.

50. I ask myself if I learned as much as I could have once I finish a task.

51. I stop and go back over new information that is not clear.

52. I stop and reread when I get confused.

Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary

Educational Psychology.
Metacognitive Awareness Inventory (MAI) Scoring Guide

Directions
For each True, give yourself 1 point in the Score column.
For each False, give yourself 0 points in the Score column.
Total the score of each category and place it in the box. Read the descriptions relating to each section.

KNOWLEDGE ABOUT COGNITION

DECLARATIVE KNOWLEDGE DECLARATIVE KNOWLEDGE SCORE
• The factual knowledge the learner needs before 5. I understand my intellectual strengths
being able to process or use critical thinking and weaknesses. 1
related to the topic 10. I know what kind of information is most
• Knowing about, what, or that important to learn. 1
• Knowledge of one’s skills, intellectual resources,
12. I am good at organizing information.
and abilities as a learner 1
• Students can obtain knowledge through
16. I know what the teacher expects me to
presentations, demonstrations, discussions learn. 1
17. I am good at remembering information.
PROCEDURAL KNOWLEDGE
1
• The application of knowledge for the purposes of
completing a procedure or process 20. I have control over how well I learn.
• Knowledge about how to implement learning
1
procedures (e.g., strategies) 32. I am a good judge of how well
• Requires students to know the process as well as
Iunderstand 1
when to apply the process in various situations something.
• Students can obtain knowledge through 46. I learn more when I am interested in the
discovery, cooperative learning, and problem- topic. 1
solving

CONDITIONAL KNOWLEDGE TOTAL 8

• The determination under what circumstances
specific processes or skills should transfer 8
• Knowledge about when and why to use learning
procedures

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• Application of declarative and procedural

knowledge with certain conditions presented
• Students can obtain knowledge through
simulation

PROCEDURAL KNOWLEDGE SCOR CONDITIONAL KNOWLEDGE SCOR

E E
3. I try to use strategies that have 15. I learn best when I know something about
worked in the past. 1 the topic. 1
14. I have a specific purpose for each 18. I use different learning strategies
strategy I use. 1 depending on the situation. 1
27. I am aware of what strategies I use 26. I can motivate myself to learn when I
when I study. 1 need to. 1
33. I find myself using helpful learning 29. I use my intellectual strengths to
strategies automatically. 1 compensate for my weaknesses. 1
35. I know when each strategy I use will be
most effective. 1

TOTAL 4 TOTAL 5

REGULATION OF COGNITION
PLANNING PLANNING SCORE
• Planning, goal setting, and allocating 4. I pace myself while learning in order to
resources prior to learning have enough time. 1
6. I think about what I really need to learn
INFORMATION MANAGEMENT STRATEGIES before I begin a task. 1
• Skills and strategy sequences used to process
8. I set specific goals before I begin a
information more efficiently (e.g., organizing, task. 1
elaborating, summarizing, selective focusing) 22. I ask myself questions about the
material 1
COMPREHENSION MONITORING
before I begin.
• Assessment of one’s learning or strategy
23. I think of several ways to solve a
use 1
problem and choose the best one.
DEBUGGING STRATEGIES 42. I read instructions carefully before I
begin a task. 1
• Strategies to correct comprehension and
performance errors 45. I organize my time to best accomplish
my goals. 1
EVALUATION
• Analysis of performance and strategy TOTAL 7
effectiveness after a learning episode
7

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INFORMATION MANAGEMENT SCORE COMPREHENSION MONITORING SCORE

STRATEGIES
9. I slow down when I encounter 1. I ask myself periodically if I am
important information. 1 meeting 1
my goals.
13. I consciously focus my attention on 2. I consider several alternatives to a
1 1

important information. problem before I answer.

30. I focus on the meaning and 11. I ask myself if I have considered all
significance of new information. 1 options when solving a problem. 1
31. I create my own examples to make 21. I periodically review to help me
information more meaningful. 0 understand important relationships. 1
37. I draw pictures or diagrams to help 28. I find myself analyzing the usefulness
me understand while learning. 0 of 1
strategies while I study.
39. I try to translate new information 34. I find myself pausing regularly to
into my own words. 1 check 1
my comprehension.
41. I use the organizational structure 49. I ask myself questions about how well I
of the text to help me learn 1 am doing while learning something new. 1
43. I ask myself if what I’m reading is
related to what I already know. 1
47. I try to break studying down into
smaller steps. 0
48. I focus on overall meaning rather
than specifics. 0
TOTAL
6 TOTAL 7

10 7
DEBUGGING STRATEGIES SCORE EVALUATION SCORE
25. I ask others for help when I don’t 7. I know how well I did once I finish a
understand something. 1 test. 1
40. I change strategies when I fail to 19. I ask myself if there is an easier way to
understand. 1 do things after I finish a task. 1
44. I re-evaluate my assumptions 24. I summarize what I’ve learned after I
when I get confused. 1 finish. 1
51. I stop and go back over new 36. I ask myself how well I accomplish my
information that is not clear. 1 goals once finished. 1

52. I stop and reread when I get 38. I ask myself if I have
confused. 1 considered all options after I solve a 1
problem.
50. I ask myself if I learned as much as I
could have once I finished a task. 1

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