A systematic review of key assessment tools applied to assess metacognition in secondary school students
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2025
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Elsevier
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Sánchez-Munilla, M., Navarro Asencio, E., & Gaviria Soto, J. L. (2025). A systematic review of key assessment tools applied to assess metacognition in secondary school students. Studies in Educational Evaluation, 87. https://doi.org/10.1016/J.STUEDUC.2025.101531
Abstract
Metacognition significantly influences students' academic performance, underscoring the need for reliable assessment instruments. This systematic review synthesizes the bibliometric, sample, and assessment characteristics of quantitative metacognition evaluation tools used in secondary school students over three decades. The study followed the PRISMA protocol (Page et al., 2021) using Dialnet, Scopus, ERIC, and PsycInfo databases. 359 studies were selected from 5703 identified. Bibliometric findings reveal a growing body of research on metacognition over the years. The sample is balanced in terms of gender, country, and age, though sample sizes are generally small. Regarding assessment, traditional measures predominate, primarily comprising self-report questionnaires administered in a pencil-and-paper format, with the most utilized tools originating from the 1990s. Several assessment tools appraise specific metacognitive dimensions, with no single instrument encompassing a comprehensive evaluation of metacognitive processes. The study concludes with implications and limitations, along with recommendations for future research.
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