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Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries

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Abstract

Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.

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Authors and Affiliations

  1. Department of Curriculum, Foundations, and Reading, Georgia Southern University, P.O. Box 8144, Statesboro, GA, 30460-8144, USA

    Antonio P. Gutierrez de Blume

  2. Departamento de Estudios Educativos, Facultad de Artes y Humanidades, Programa de Psicología, Universidad de Caldas, Universidad de Manizales, Manizales, Colombia

    Diana Marcela Montoya Londoño

  3. Universidad Complutense de Madrid, Madrid, Spain

    Virginia Jiménez Rodríguez & Aníbal Puente Ferreras

  4. Universidad de Panamá, Panama City, Panama

    Olivia Morán Núñez

  5. Universidad Católica de Uruguay, Montevideo, Uruguay

    Ariel Cuadro & Lilián Daset

  6. Universidad de Costa Rica, San José, Costa Rica

    Mauricio Molina Delgado

  7. Universidad del Valle de Guatemala, Guatemala City, Guatemala

    Claudia García de la Cadena

  8. Universidad de Guadalajara, Guadalajara, Mexico

    María Beatríz Beltrán Navarro

  9. Universidad Mar del Plata, Mar del Plata, Argentina

    Sebastián Urquijo

  10. Universidad Católica San Pablo, Arequipa, Peru

    Walter Lizandro Arias

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  1. Antonio P. Gutierrez de Blume
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Appendices

Appendix A

Original English Version of the MAI

Metacognitive Awareness Inventory

Directions: Please move the slider to the point on the continuous line under each statement that best corresponds to how true each statement is about you.

figure afigure afigure afigure afigure afigure afigure afigure afigure a

Appendix B

Spanish Version of the MAI Translated via the Translation-Back Translation Method

Inventario de Conocimiento Metacognitivo (Schraw & Dennison, 1994)

Indicaciones: Por favor dibuje una línea vertical sobre la línea continua en cada uno de los enunciados, que mejor corresponda a qué tan cierto es cada una de las siguientes indicaciones sobre usted.

figure bfigure bfigure bfigure b

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Gutierrez de Blume, A.P., Montoya Londoño, D.M., Jiménez Rodríguez, V. et al. Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries. Metacognition Learning 19, 793–825 (2024). https://doi.org/10.1007/s11409-024-09388-9

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