Psychology: Techniques and Application

Psychology: Techniques and Application ›› 2016, Vol. 4 ›› Issue (6): 365-375.doi: 10.16842/j.cnki.issn2095-5588.2016.06.007

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The Development of Scales of General Metathinking and Situational Metathinking

XIN Ziqiang1; ZHANG Huan2; LI Fuhong3; CHEN Yinghe4   

  1. (1School of Sociology and Psychology, Central University of Finance and Economics, Beijing 100081, China)( 2School of Teacher Education, Shanxi Normal University, Linfen 041004, China)( 3Department of Psychology, Weifang Medical University, Weifang 261053, China)( 4Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China)
  • Online:2016-06-01 Published:2016-06-01

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Abstract: The research on metacognition has been over four decades and plenty of academic fruits have been achieved, however, there is a salient problem in conceptualizing metacogniton. Concretely, the concept of metacognition includes too many components, such as metamemory, metaattention, metathinking, and involves too many interlaced concepts, such as theory of mind, selfregulation strategies, highorder skills, feeling of knowing and so forth, which blurs the connotation and extension of the concept, and makes it hard to compare the empirical findings about metacognition. As it is usually defined, metacognition refers to "thinking of thinking", yet "thinking of thinking" should be conceptualized as metathinking rather than metacognition. We proposed that metathinking is a special cognitive function of human being, which refers to the function of planning, monitoring, regulating and reflecting toward thinking activities of oneself. Metathinking could be differentiated into general metathinking and situational metathinking. The former reflects the stable individual difference of metathinking; whereas, the latter reflects the situational performance of metathinking in special cognitive task situations.Based on the framework of tricomponents of metathinking, i.e., planning, monitoring and regulating, and reflecting, we designed the general metathinking scale and the situational metathinking scale. Each of them included 16 items and adopted a 5point Likert scale. The pretest of the two scales showed that some items of the scales are low of factor loadings and not clear in meaning. So these items are revised in the aspects of expression and wording.The revised scales were administrated to a sample of 381 students in the grades of 5, 8, and 11. The results showed that both the general metathinking scale and the situational metathinking scale had a good internal consistency reliability, retest reliability, construct validity, convergent validity and criterionrelated validity. It suggests that the two scales are effective instruments to measure individuals general and situational metathinking.

Key words: metacognition; general metathinking; situational metathinking; scale development

CLC Number: 

  • B841.7
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