Assessing the factorial validity of the metacognitive awareness inventory (MAI) in an Asian country : a confirmatory factor analysis

Timothy Teo, Chwee Beng Lee

    Research output: Contribution to journalArticlepeer-review

    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 languageEnglish
    Pages (from-to)92-103
    Number of pages12
    JournalInternational Journal of Educational and Psychological Assessment
    Volume10
    Issue number2
    Publication statusPublished - 2012

    Keywords

    • metacognition
    • confirmatory factor analysis
    • factorial validity
    • Asian students

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