摘要：Children often have difficulty in reporting their metaco g nitive functioning, which leads them to frequently overrating the m selves under learning situations. Hence, this study presents a prelim i nary approach of how children's metacognitive awar eness (MA) can be measured. Essentia l- ly, this study aims to understand how children ( n =1029) report their met a- cognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidime n sionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good pe r son reliability (.87) with good Cronbach's α for MA (.95). These r e sults show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for r e- searchers and practitioners are discussed.
其他摘要：Children often have difficulty in reporting their metaco g nitive functioning, which leads them to frequently overrating the m selves under learning situations. Hence, this study presents a prelim i nary approach of how children's metacognitive awar eness (MA) can be measured. Essentia l- ly, this study aims to understand how children ( n =1029) report their met a- cognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidime n sionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good pe r son reliability (.87) with good Cronbach's α for MA (.95). These r e sults show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for r e- searchers and practitioners are discussed.
