The Role of Metacognitive Awareness and Metacognitive Ability as Predictors of Academic Success in University Students

Abstract

Over the past few decades, metacognition has been recognised as one of the most important cognitive factors in educational psychology, and it has been implied that metacognition constitutes a critical aspect of effective learning in university students. However, there are mixed findings in the literature with regard to the relationship between metacognition and academic success. The aim of the current study was to further examine the relationship between metacognitive awareness and academic success, and to address existing gaps in the literature, with the consideration of measures of metacognitive ability. The Metacognitive Awareness Inventory (MAI) was used to measure metacognitive awareness, and calibration was used as a measure of metacognitive ability in N = 76 undergraduate psychology students. The relative importance of established predictors, such as intellectual ability, personality traits, and self-efficacy were also investigated in relation to academic success. The results indicate that metacognitive awareness did not predict academic success; however, metacognitive ability, in the form of calibration, and intellectual ability were found to be significant predictors of academic success. Confirmatory factor analysis indicated that a two-factor model of the Metacognitive Awareness Inventory had poor fit in our sample. However, an exploratory factor analysis suggested that a three-factor model was more suitable for this dataset. Furthermore, it was found that metacognitive awareness and metacognitive ability were not significantly related. These findings have implications for how professors can assess their students’ metacognition and implement strategies to improve students’ metacognitive skills where necessary, ultimately, enhancing academic performance.