Skip to Main Content

Journal of Modern Foreign Psychology
2025. Vol. 14, no. 4, 18–26
doi:10.17759/jmfp.2025140402
ISSN: 2304-4977 (online)

Measurement of metacognition and self-regulated learning: review of instruments and practices

 
Audio is AI-generated
1

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

Context and relevance. Metacognition is researched as metacognitive knowledge and control. In this article, metacognition includes such components as goal setting, metacognitive control, and reflection. Objective. This article presents an overview of research methods that complement the survey tools with objective methods for measuring metacognition as a process. Methods and materials. The study used a narrative literature review of four types of methods to measure metacognition and self-regulation. The review was based on three handbooks on metacognition and self-regulation, supplemented by a separate search for articles in bibliographic databases by the names of researchers or the name of the methods. Results. This article presents an analysis of research methods for measuring metacognition and includes a description of think aloud protocols, microanalytics, trace data, and tools from neuroscience. Conclusions. The review shows that metacognition is studied using precise measurement tools. However, these tools include advantages and disadvantages; therefore, it is recommended to combine self-report and non-reactive data collection methods to measure self-regulation and metacognition.

General Information

Keywords: metacognition, self-regulated learning, think aloud protocols, microanalysis, trace data, neurotechnologies

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2025140402

Funding. The study was supported by the Russian Science Foundation, project number № 22-18-00416-П, Development of children's and adolescents' autonomy in education (2025-2026), https://rscf.ru/en/project/22-18-00416/.

Acknowledgements. The author is grateful to the students of the Metacognitive Regulation of Learning course at HSE University for inspiration to write an article about «other» ways of measuring metacognition.

Received 20.06.2025

Revised 16.11.2025

Accepted

Published

For citation: Akhmedjanova, D.R. (2025). Measurement of metacognition and self-regulated learning: review of instruments and practices. Journal of Modern Foreign Psychology, 14(4), 18–26. (In Russ.). https://doi.org/10.17759/jmfp.2025140402

© Akhmedjanova D.R., 2025

License: CC BY-NC 4.0

References

  1. Ахмеджанова, Д.Р. (2024). Роль социальной и самостоятельной регуляции обучения в школьном возрасте. Вопросы образования, 1, 11—43. https://doi.org/10.17323/vo-2024-17280
    Akhmedjanova, D.R. (2024). Role of social and self-regulated learning in school contexts. Educational Studies. Moscow, 1, 11—43. (In Russ.). https://doi.org/10.17323/vo-2024-17280
  2. Ахмеджанова, Д.Р., Окунола, А.О. (2025). Адаптация шкалы метапознания из опросника саморегуляции DAACS при участии российских подростков. Психологическая Наука и Образование, 30(5), 91—104. https://doi.org/10.17759/pse.2025300507
    Akhmedjanova, D.R., Okunola, A.N. (2025). Adaptation of the metacognition scale from the DAACS self-regulation survey on a sample of Russian adolescents. Psychological Science and Education, 30(5), 91—104. (In Russ.). https://doi.org/10.17759/pse.2025300507
  3. Вилкова, К.А. (2020). Измерение саморегулируемого обучения: Oбзор инструментов. Современная зарубежная психология, 9(2), 123—133. https://doi.org/10.17759/jmfp.2020090211
    Vilkova, K.A. (2020). Measuring self-regulated learning: A review of questionnaires. Journal of Modern Foreign Psychology, 9(2), 123—132. (In Russ.). https://doi.org/10.17759/jmfp.2020090211
  4. Карпов, А.В., Скитяева, И.М. (2005). Психология метакогнитивных процессов личности. Москва: ИП РАН. ISBN 5-9527-0055-1
    Karpov, A.V., Skityaeva, I.M. (2005). Psychology of metacognitive processes of personality. Moscow: IP RAN. (In Russ.). ISBN 5-9527-0055-1 
  5. Перикова, Е.И., Бызова, В.М. (2022). Факторная структура русскоязычной версии опросника «Метакогнитивная включенность в деятельность». Культурно-историческая психология, 18(2), 116—126. https://doi.org/10.17759/chp.2022180213
    Perikova, E.I., Byzova, V.M. (2022). Factor structure of the Russian version of the «Metacognitive Awareness Inventory». Cultural-Historical Psychology, 18(2), 116—126. (In Russ.). https://doi.org/10.17759/chp.2022180213
  6. Фомина, Т.Г. (2022). Концептуальные подходы к анализу саморегулируемого обучения в зарубежной психологии образования. Современная Зарубежная Психология, 11(3), 27—37. https://doi.org/10.17759/jmfp.2022110303
    Fomina, T.G. (2022). Conceptual Approaches to the analysis of self-regulated learning in foreign psychology. Journal of Modern Foreign Psychology, 11(3), 27—37. (In Russ.). https://doi.org/10.17759/jmfp.2022110303
  7. Alenina, E.A., Terenteva, K.S., Kosonogov, V.V. (2024). Neural processing of social stimuli in High vs. Low social anxiety individuals: A pilot study. In: 8th Scientific School Dynamics of Complex Networks and their Applications (DCNA) (pp. 7—9). New York: Curran Associates, Inc. https://doi.org/10.1109/DCNA63495.2024.10718638
  8. Cleary, T.J., Russo, M.R. (2024). A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions. Psychology in the Schools, 61(1), 80—102. https://doi.org/10.1002/pits.23035
  9. Cleary, T.J., Slemp, J., Reddy, L.A., Alperin, A., Lui, A., Austin, A., Cedar, T. (2023). Characteristics and uses of SRL microanalysis across diverse contexts, tasks, and populations: A systematic review. School Psychology Review, 52(2), 159—179. https://doi.org/10.1080/2372966X.2020.1862627
  10. Du, J., Hew, K.F., Liu, L. (2023). What can online traces tell us about students' self-regulated learning? A systematic review of online trace data analysis. Computers & Education, 201, Article 104828. https://doi.org/10.1016/j.compedu.2023.104828
  11. Dunlosky, J., Tauber, S.U.K. (2016). (Eds.), The Oxford Handbook of Metamemory. Oxford: Oxford University Press. ISBN: 9780199336746
  12. Fleur, D.S., Bredeweg, B., van den Bos, W. (2021). Metacognition: Ideas and insights from neuro-and educational sciences. Science of Learning, 6 (1), Article 13. https://doi.org/10.1038/s41539-021-00089-5
  13. Greene, J.A., Deekens, V.M., Copeland, D.Z., Yu, S. (2017). Capturing and modeling self-regulated learning using think-aloud protocols. In: D.H. Schunk, J.A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 323—337). New York: Routledge. https://doi.org/10.4324/9781315697048
  14. Indarti, D. (2024). Investigating the metacognitive strategies during post-editing translation process: An application of Think-Aloud Protocols (TAP). Journal of Languages and Language Teaching, 12(2), 765—778. https://doi.org/10.33394/jollt.v12i2.10297
  15. Jordano, M.L., Touron, D.R. (2018). How often are thoughts metacognitive? Findings from research on self-regulated learning, think-aloud protocols, and mind-wandering. Psychonomic Bulletin & Review, 25(4), 1269—1286. https://doi.org/10.3758/s13423-018-1490-1
  16. Metcalfe, J., Schwartz, B.L. (2016). The ghost in the machine: Self-reflective consciousness and the neuroscience of metacognition. In: J. Dunlosky, S.K. Tauber (Eds.), The Oxford Handbook of Metamemory (pp. 407—424). Oxford: Oxford University Press.
  17. Peters-Burton, E.E., Goffena, J., Stehle, S.M. (2022). Utility of a self-regulated learning microanalysis for assessing learning during professional development. The Journal of Experimental Education, 90(3), 523—549. https://doi.org/10.1080/00220973.2020.1799314
  18. Sanabria-Z., J., Cebral-Loureda, M., Antelis, J.M., Lee, S.H. (2025). Advances in complex thinking and neurotechnologies in education: A bibliometric analysis of research trends. Cognitive Processing, 26, 611—624. https://doi.org/10.1007/s10339-025-01273-w
  19. Schraw, G., Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460—475. https://doi.org/10.1006/ceps.1994.1033
  20. Schunk, D.H., Greene, J.A. (2017). Handbook of self-regulation of learning and performance. New York: Routledge. https://doi.org/10.4324/9781315697048  ISBN 9781315697048
  21. Schunk, D.H., Zimmerman, B. (2011). Handbook of self-regulation of learning and performance. New York: Routledge. https://doi.org/10.4324/9780203839010
  22. Theile, C.M., Beall, A.L. (2024). Narrative reviews of the literature: An overview. Journal of Dental Hygiene, 98(1), 78—82.
  23. Winne, P.H. (2022). Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning. Metacognition and Learning, 17, 773—791. https://doi.org/10.1007/s11409-022-09305-y
  24. Winne, P.H., Azevedo, R. (2014). Metacognition. In: R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 63—87). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.006
  25. Wolcott, M.D., Lobczowski, N.G. (2021). Using cognitive interviews and think-aloud protocols to understand thought processes. Currents in Pharmacy Teaching and Learning, 13(2), 181—188. https://doi.org/10.1016/j.cptl.2020.09.005

Information About the Authors

Diana R. Akhmedjanova, PhD, Assistant Professor, Department of Educational Programmes, Institute of Education, HSE University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9643-5660, e-mail: dakhmedjanova@hse.ru

Metrics

 Web Views

Whole time: 4
Previous month: 0
Current month: 4

 PDF Downloads

Whole time: 1
Previous month: 0
Current month: 1

 Total

Whole time: 5
Previous month: 0
Current month: 5