2026-10-14T01:52:44Z https://www.scidb.cn/oai

10.57760/sciencedb.46353 2026-08-14T09:47:09Z

2026-08-14 Metacognition and Academic Achievement in UK Psychology Students: Limitations of Self-Report Measures and Implications for Investigating Their Association doi:10.57760/sciencedb.46353 en Metacognition, the awareness and regulation of one’s own cognitive processes, is considered a key factor in effective learning and academic achievement. However, empirical findings on its relationship with academic performance are mixed, potentially due to differences in how metacognition is measured. The present study aimed to examine the relationship between metacognition and academic achievement in UK psychology students, using both a self-report measure, the Metacognitive Awareness Inventory, and a more objective indicator, metacognitive calibration accuracy. A sample of 101 university students completed the MAI and estimated their end-of-year grade point average (GPA), which was compared with their actual GPA obtained from university records. Metacognition; metacognitive calibration accuracy; academic achievement; Metacognitive Awareness Inventory (MAI); self-report measures; university students Adnan Levent PUBLIC https://creativecommons.org/licenses/by-nc-nd/4.0/ dataset Science Data Bank