Kairy T.

Cumbal BS Psychology GEC101-Gg Score:

Metacognitive Awareness Inventory (MAI)
Think of yourself as a learner. Read each statement carefully. Consider if the statement is true or false as it
generally applies to you when you are in the role of a learner (student, attending classes, university etc.)
Check (✓) True or False as appropriate. When finished 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 in order 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. /

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 reevaluate 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. /

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, 19, 460-475.
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 in box. Read the descriptions relating to each section.

KNOWLEDGE ABOUT COGNITION

DECLARATIVE KNOWLEDGE DECLARATIVE KNOWLEDGE SCORE
• The factual knowledge the learner needs before being able to 5. I understand my intellectual strengths and 0
process or use critical thinking related to the topic weaknesses.
• Knowing about, what, or that 10. I know what kind of information is most important 1
• Knowledge of one’s skills, intellectual resources, and abilities to learn.
as a learner 12. I am good at organizing information. 1
• Students can obtain knowledge through presentations,
demonstrations, discussions 16. I know what the teacher expects me to learn. 1

PROCEDURAL KNOWLEDGE 17. I am good at remembering information. 1

• The application of knowledge for the purposes of completing
a procedure or process 20. I have control over how well I learn. 1
• Knowledge about how to implement learning procedures
32. I am a good judge of how well I understand 1
(e.g., strategies)
something.
• Requires students know the process as well as when to apply
46. I learn more when I am interested in the topic. 1
process in various situations
• Students can obtain knowledge through discovery,
cooperative learning, and problem solving 7
TOTAL
CONDITIONAL KNOWLEDGE 8
• The determination under what circumstances specific
processes or skills should transfer
• Knowledge about when and why to use learning procedures
• Application of declarative and procedural knowledge with
certain conditions presented
• Students can obtain knowledge through simulation

PROCEDURAL KNOWLEDGE SCORE CONDITIONAL KNOWLEDGE SCORE

3. I try to use strategies that have worked in the past. 1 15. I learn best when I know something about the topic. 1

14. I have a specific purpose for each strategy I use. 1 18. I use different learning strategies depending on the 1
situation.
27. I am aware of what strategies I use when I study. 0 26. I can motivate myself to learn when I need to. 1

33. I find myself using helpful learning strategies 1 29. I use my intellectual strengths to compensate for 0
automatically. my weaknesses.
35. I know when each strategy I use will be most 1
effective.
3 4
TOTAL 4 TOTAL 5
REGULATION OF COGNITION
PLANNING PLANNING SCORE
• Planning, goal setting, and allocating resources prior to 4. I pace myself while learning in order to have 0
learning enough time.
6. I think about what I really need to learn before I 1
INFORMATION MANAGEMENT STRATEGIES
begin a task.
• Skills and strategy sequences used to process information
8. I set specific goals before I begin a task. 1
more efficiently (e.g., organizing, elaborating, summarizing,
selective focusing) 22. I ask myself questions about the material before I 1
begin.
COMPREHENSION MONITORING 23. I think of several ways to solve a problem and 1
• Assessment of one’s learning or strategy use 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 effectiveness after a 6
learning episode TOTAL 7

INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE

9. I slow down when I encounter important 1 1. I ask myself periodically if I am meeting my goals. 1
information.
13. I consciously focus my attention on important 1 2. I consider several alternatives to a problem before 1
information. I answer.
30. I focus on the meaning and significance of new 1 11. I ask myself if I have considered all options when 1
information. solving a problem.
31. I create my own examples to make information 1 21. I periodically review to help me understand 1
more meaningful. important relationships.
37. I draw pictures or diagrams to help me 1 28. I find myself analyzing the usefulness of strategies 0
understand while learning. while I study.
39. I try to translate new information into my own 1 34. I find myself pausing regularly to check my 0
words. comprehension.
41. I use the organizational structure of the text 1 49. I ask myself questions about how well I am doing 1
to help me learn while learning something new.
43. I ask myself if what I’m reading is related to what I 1
already know.
47. I try to break studying down into smaller steps. 1
48. I focus on overall meaning rather than specifics. 1
10 5
TOTAL 10 TOTAL 7
DEBUGGING STRATEGIES SCORE EVALUATION SCORE
25. I ask others for help when I don’t understand 1 7. I know how well I did once I finish a test. 1
something.
40. I change strategies when I fail to understand. 0 19. I ask myself if there was an easier way to do things 1
after I finish a task.
44. I re-evaluate my assumptions when I get confused. 1 24. I summarize what I’ve learned after I finish. 1
51. I stop and go back over new information that is 1 36. I ask myself how well I accomplish my goals once 1
not clear. I’m finished.
52. I stop and reread when I get confused. 1 38. I ask myself if I have considered all options after I 1
solve a problem.
50. I ask myself if I learned as much as I could have once 1
I finish a task.
4 6
TOTAL 5 TOTAL 6
A. Take the Metacognitive Awareness
Inventory (MAI). You can find it attached here. Then describe your own study
habits or techniques based on the results. Do you agree with the results or
not? Explain your answer.

My study habits technique has a bigger number so far, I am not only acquiring
knowledge and information and I can evaluate and transform information into useful one, accurate
and preciseness takes place. I am agreeing with it. The highest number I get is the information
management strategy. I am fun of evaluating information based on what I understand. The more
knowledge I acquire the more information I get to be evaluated and understand to be more precise
and accurate.

B. Discuss how can you improve your study habits,

your metacognitive abilities, and study strategies? Describe your answers in
detail.
Improving my study habits is not that complicated, but there are times that I cannot be
able acquire information easily due to some circumstances, but I strive to tell myself to be
responsible enough in studying, go for improvements and never take everything for granted. I must
teach my self to be goal oriented and futuristic because information and knowledge are timeless,
we should never miss one because it will be useful on the next day. In terms of metacognitive
abilities, I am satisfied with the result because I can see my self very good in planning and making
decision. The only thing that should be improve is my studies strategy, because I have problems in
coping up the knowledge giving to me and maybe just because of lack of information about the
strategies in studying.