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One possible explanation for these contradictory research results could be the low validity and reliability of instruments measuring metacognition. Metacognitive awareness, metacognitive knowledge, validity, reliability, and questionnaire Metacognitive competency is a key factor in the success of hybrid learning;
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However, few studies have focused on developing comprehensive tools to assess this concept in such contexts. The instrument’s potential use in educational research is discussed. The inventory contains two subscales:
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1) declarative knowledge, 2) procedural knowledge, 3) conditional knowledge, 4) planning, 5) information management, 6) monitoring, 7) debugging, and 8) evaluation.
Cronbach's alpha = 0.671) was declared reliable for measuring students' metacognitive awareness. This paper will address the reliability and validity of our newly developed measure of metacognition. To obtain a truly valid. Metacognition, in a broader sense, encompasses individuals recognizing basic knowledge about cognitive tasks, planning well when faced with new problems, offering alternative solutions, applying analysis, syn
Roles of linguistic knowledge, metacognitive knowledge and metacognitive strategy use in speaking and listening proficiency of ıranian efl learners. E same concept as individuals having knowledge and control over their own cognitive systems. Archival data for both undergraduate and graduate college students are used to demonstrate the instrument’s reliability, factorial validity, stability, discriminant validity, and construct validity. We view metacognition as consisting of planning, monitoring, cognitive strategies and awareness.
According to the results and research findings, mai has eight indicators:
Metacognitive knowledge and metacognitive regulation.
