Metacognitive Awareness Inventory (MAI) Scoring Guide

Directions: For each True and rather true give yourself 1 point in the score column. For each false
and rather false,  give yourself 0 points in the score column. Total the score of each category and
place in box.

KNOWLEDGE ABOUT COGNITION

I.
              (8 points max)


I understand my intellectual strengths and weaknesses.



I know what kind of information is most important to learn.



I am good at organizing information.



I know what the teacher expects me to learn.



I am good at remembering information.



I have control over how well I learn.



I am a good judge of how well I understand something.



I learn more when I am interested in the topic.



TOTAL


II.
             (4 points max)

I try to use strategies that have worked in the past.



I have a specific purpose for each strategy I use.



I am aware of what strategies I use when I study



I find myself using helpful learning strategies automatically.



TOTAL



III.
            (5 points max)

I learn best when I know something about the topic.



I use different learning strategies depending on the situation.



I can motivate myself to learn when I need to.



I use my intellectual strengths to compensate for my weaknesses.



I know when each strategy I use will be most effective.



TOTAL



REGULATION OF COGNITION

I.
              (7 points max)

I pace myself while learning in order to have enough time.



I think about what I really need to learn before I begin a task.



I set specific goals before I begin a task.



I ask myself questions about the material before I begin.



I think of several ways to solve a problem and choose the best one.



I read instructions carefully before I begin a task



I organize my time to best accomplish my goals.



TOTAL



II.
           (10 points max)

I slow down when I encounter important information.



I consciously focus my attention on important information.



I focus on the meaning and significance of new information.



I create my own examples to make information more meaningful.



I draw pictures or diagrams to help me understand while learning.



I try to translate new information into my own words.



I use the organizational structure of the text to help me learn.



I ask myself if what I’m reading is related to what i already know.



I try to break studying down into smaller steps.



I focus on overall meaning rather than specifics.



TOTAL



III.
            (7 points max)

I ask myself periodically if I am meeting my goals.



I consider several alternatives to a problem before I answer.



I ask myself if I have considered all options when solving a problem.



I periodically review to help me understand important relationships.



I find myself analysing the usefulness of strategies while I study.



I find myself pausing regularly to check my comprehension.



I ask myself questions about how well I am doing while learning something new.



TOTAL



IV.
          (5 points max)

I ask others for help when I don’t understand something.



I change strategies when I fail to understand.



I re-evaluate my assumptions when I get confused.



I stop and go back over new information that is not clear.



I stop and reread when I get confused.



TOTAL



V.
           (6 points max)

I know how well I did once I finish a test.



I ask myself if there was an easier way to do things after I finish a task.



I summarize what I’ve learned after I finish.



I ask myself how well I accomplish my goals once I´m finished.



I ask myself if I have considered all options after I solve a problem.



I ask myself if I learned as much as I could have once I finish a task.



TOTAL



Adapted from Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary
Educational Psychology, 19, 460-475.