Metacognitive Awareness Inventory - Mendoza, MarkEugene (UTS-11-12am - de Villa) PDF

Mark Eugene Mendoza
5th Yr – BS ARCHITECTURE
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. 
This survey and scoring guide are attributed to 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
TOTAL : 41 PTS
This survey and scoring guide are attributed to Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary
Educational Psychology, 19, 460-475.
REGULATION OF COGNITION
PLANNING PLANNING SCORE
• Planning, goal setting, and allocating resources prior to 4. I pace myself while learning in order to have learning
enough time.
6. I think about what I really need to learn before I

INFORMATION MANAGEMENT STRATEGIES begin a task.
• Skills and strategy sequences used to process information
8. I set specific goals before I begin a task. more
efficiently (e.g., organizing, elaborating, summarizing, selective focusing) 22. I ask myself questions
about the material before I begin.
COMPREHENSION MONITORING 23. I think of several ways to solve a problem and
• Assessment of one’s learning or strategy use choose the best one.
DEBUGGING STRATEGIES 42. I read instructions carefully before I begin a task.
• Strategies to correct comprehension and performance errors

45. I organize my time to best accomplish my goals.
EVALUATION
 Analysis of performance and strategy effectiveness after a
learning episode TOTAL 7
INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE

9. I slow down when I encounter important 1. I ask myself periodically if I am meeting my goals. information.
13. I consciously focus my attention on important 2. I consider several alternatives to a problem before information.
I answer.
30. I focus on the meaning and significance of new 11. I ask myself if I have considered all options when
information. solving a problem.
31. I create my own examples to make information 21. I periodically review to help me understand
more meaningful. important relationships.
37. I draw pictures or diagrams to help me 28. I find myself analyzing the usefulness of strategies understand
while learning. while I study.
39. I try to translate new information into my own 34. I find myself pausing regularly to check my words.
comprehension.
41. I use the organizational structure of the text 49. I ask myself questions about how well I am doing to
help me learn while learning something new.
43. I ask myself if what I’m reading is related to what I already know.
47. I try to break studying down into smaller steps. 48. I focus on overall meaning rather than specifics.
TOTAL 10 TOTAL 7
DEBUGGING STRATEGIES SCORE EVALUATION SCORE

25. I ask others for help when I don’t understand 7. I know how well I did once I finish a test. something.
40. I change strategies when I fail to understand. 19. I ask myself if there was an easier way to do
things after I finish a task.
44. I re-evaluate my assumptions when I get confused. 24. I summarize what I’ve learned after I finish.
51. I stop and go back over new information that is 36. I ask myself how well I accomplish my goals once
not clear. I’m finished.
52. I stop and reread when I get confused. 38. I ask myself if I have considered all options after I
solve a problem.
50. I ask myself if I learned as much as I could have once
I finish a task.
TOTAL 5 TOTAL 6

Metacognitive Awareness Inventory - Mendoza, MarkEugene (UTS-11-12am - de Villa) PDF

Uploaded by

Copyright:

Available Formats

Metacognitive Awareness Inventory - Mendoza, MarkEugene (UTS-11-12am - de Villa) PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Metacognitive Awareness Inventory - Mendoza, MarkEugene (UTS-11-12am - de Villa) PDF

Uploaded by

Copyright:

Available Formats

Mark Eugene Mendoza

Metacognitive Awareness Inventory (MAI)

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. 

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. 

21. I periodically review to help me understand important relationships. 

22. I ask myself questions about the material before I begin. 

24. I summarize what I’ve learned after I finish. 

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. 

37. I draw pictures or diagrams to help me understand while learning. 

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. 

44. I reevaluate my assumptions when I get confused. 

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. 

52. I stop and reread when I get confused. 

Contemporary Educational Psychology, 19, 460-475.

Metacognitive Awareness Inventory (MAI) Scoring Guide

KNOWLEDGE ABOUT COGNITION

6. I think about what I really need to learn before I

DEBUGGING STRATEGIES 42. I read instructions carefully before I begin a task.

• Strategies to correct comprehension and performance errors

learning episode TOTAL 7

INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE

DEBUGGING STRATEGIES SCORE EVALUATION SCORE

You might also like