Abstract
The importance of metacognition has been discussed extensively by numerous researchers. Most of the studies on metacognition generally focus on the approaches to foster metacognition or on assessing metacognition. Despite efforts on assessing metacognition, models and results generated from such studies were not conclusive. The purpose of this study is to assess the factorial validity of the MAI which is extensively used by many researchers, on a sample of Asian students. Our results show that the eight-factor hypothesized model that underlies the responses to the 52 items in the MAI did not fit adequately. Specifically, this may be an illustration of a complex model misspecification in which a misrepresentation of the relationship between items and factors has occurred. Furthermore, various exploratory factor analyses of the data were unsuccessful in producing a solution that was interpretable. However, based on the CFA, a 21-item, three-factor model was proposed.
Original language | English |
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Pages (from-to) | 92-103 |
Number of pages | 12 |
Journal | International Journal of Educational and Psychological Assessment |
Volume | 10 |
Issue number | 2 |
Publication status | Published - 2012 |
Keywords
- metacognition
- confirmatory factor analysis
- factorial validity
- Asian students