Metacognition refers to the ability to reflect upon, understand, and control one’s learning,
and is considered a key competence in the effective management of learning process.
Metacognitive awareness in 226 first-year students at Nagasaki University was measured
by using a self-report questionnaire developed by Abe and Ida (2010). This instrument consisted of twenty-eight items that had been classified by factor analysis into the three
principal features of metacognition (i.e., Monitoring, Control, and Metacognitive
Knowledge). Results of the measurement as well as those from a three-factor solution of
factor analysis were described. In order to clarify the measured content and also to relieve response burden, a fifteen-item version of the original scale was constructed and was correlated to the learning outcome of a general education course commonly taken by the participants. No correlation was found, however, which leads to the necessity of
reexamination of the scale validity.