Metacognition: A Predictor of Learning Outcome

Abstract

Metacognition is thinking about thinking. It has been indicated that metacognitive proc-
esses play a role in the decision making of individuals. Metacognition consists of two
components: knowledge and regulation. Recent research suggests that young children
are capable of rudimentary forms of metacognitive thought particularly after the age of
3 years. Metacognition also sharpens with appropriate instruction. Different research-
ers point out that the relation between metacognition and learning is not unidirectional
and it has been proved that metacognitive awareness and control can improve learn-
ing. Metacognitive skills are tools that empower the learner; likewise, improvements in
metacognition contribute to improvements in learning.