Table 2: Metacognitive Awareness Inventory (MAI).

	ALWAYS FALSE	SOMETIMES FALSE	NEUTRAL	SOMETIMESTRUE	ALWAYS TRUE
1. I ask myself periodically if I am meeting my goals	1	2	3	4	5
2. I consider several alternatives to a problem before I answer	1	2	3	4	5
3. I try to use strategies that have worked in the past	1	2	3	4	5
4. I pace myself while learning in order to have enough time	1	2	3	4	5
5. I understand my intellectual strengths and weaknesses	1	2	3	4	5
6. I think about what I really need to learn before I begin a task	1	2	3	4	5
7. I know how well I did once I finish a test	1	2	3	4	5
8. I set specific goals before I begin a task	1	2	3	4	5
9. I slow down when I encounter important information	1	2	3	4	5
10. I know what kind of information is most important to learn	1	2	3	4	5
11. I ask myself if I have considered all options when solving a problem	1	2	3	4	5
12. I am good at organizing information	1	2	3	4	5
13. I consciously focus my attention on important information	1	2	3	4	5
14. I have a specific purpose for each strategy I use	1	2	3	4	5
15. I learn best when I know something about the topic	1	2	3	4	5
16. I know what an attending expects me to learn	1	2	3	4	5
17. I am good at remembering information	1	2	3	4	5
18. I use different learning strategies depending on the situation	1	2	3	4	5
19. I ask myself if there was an easier way to do things after I finish a task	1	2	3	4	5
20. I have control over how well I learn	1	2	3	4	5
21. I periodically review to help me understand important relationships	1	2	3	4	5
22. I ask myself about the material before I begin	1	2	3	4	5
23. I think of several ways to solve a problem and choose the best one	1	2	3	4	5
24. I summarize what I’ve learned after I finish	1	2	3	4	5
25. I ask others for help when I don’t understand something	1	2	3	4	5
26. I can motivate myself to learn when I need to	1	2	3	4	5
27. I am aware of what strategies I use when I study	1	2	3	4	5
28. I find myself analyzing the usefulness of strategies while I study	1	2	3	4	5
29. I use my intellectual strengths to compensate for my weaknesses	1	2	3	4	5
30. I focus on the meaning and significance of new information	1	2	3	4	5
31. I create my own examples to make information more meaningful	1	2	3	4	5
32. I am a good judge of how well I understand something	1	2	3	4	5
33. I find myself using helpful learning strategies automatically	1	2	3	4	5
34. I find myself pausing regularly to check my comprehension	1	2	3	4	5
35. I know when each strategy I use will be most effective	1	2	3	4	5
36. I ask myself how well I accomplish my goals once I’m finished	1	2	3	4	5
37. I draw pictures or diagrams to help me understand while learning	1	2	3	4	5
38. I ask myself if I have considered all options after I solve a problem	1	2	3	4	5
39. I try to translate new information into my own words	1	2	3	4	5
40. I change strategies when I fail to understand	1	2	3	4	5
41. I used the organizational structure of the text to help me learn	1	2	3	4	5
42. I read instructions carefully before I begin a task	1	2	3	4	5
43. I ask myself if what I’m reading is related to what I already know	1	2	3	4	5
44. I reevaluate my assumptions when I get confused	1	2	3	4	5
45. I organize my time to best accomplish my goals	1	2	3	4	5
46. I learn more when I am interested in the topic	1	2	3	4	5
47. I try to break studying down into smaller steps	1	2	3	4	5
48. I focus on overall meaning rather than specifics	1	2	3	4	5
49. I ask myself questions about how well I am doing while I am learning something new	1	2	3	4	5
50. I ask myself if I learned as much as I could have once I finish a task	1	2	3	4	5
51. I stop and go back over new information that is not clear	1	2	3	4	5
52. I stop and reread when I get confused	1	2	3	4	5