Instructional Science

, Volume 26, Issue 1, pp 113–125

Promoting general metacognitive awareness


  • Gregory Schraw
    • Department of Educational PsychologyThe University of Nebraska-Lincoln

DOI: 10.1023/A:1003044231033

Cite this article as:
Schraw, G. Instructional Science (1998) 26: 113. doi:10.1023/A:1003044231033


I describe two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they are related to domain-specific knowledge and cognitive abilities. I argue that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting learning environments that are conducive to the construction and use of metacognition.

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© Kluwer Academic Publishers 1998