Metacognition and Academic Achievement in UK Psychology Students: Limitations of Self-Report Measures and Implications for Investigating Their Association

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.