Academic Self-Report Questionnaires Measure Academic Metacognitive Knowledge: Testing this Claim

Abstract

ABSTRACT Gomes and Golino (2014) made an original statement, claiming that, in essence, academic self-reported questionnaires measure the academic metacognitive knowledge. However, their evidence derived from similar observable variables based on self-report questionnaires and a small sample. In this paper we study the Gomes and Golino’s assertion, using a broad sample and different types of observable variables. A favorable and two refuting models were tested, as well the role of academic metacognitive knowledge in predicting academic achievement. Only the favorable model had an acceptable data fit. Furthermore, the academic metacognitive knowledge increased incremental prediction to academic achievement. These results bring more robust evidence about the Gomes and Golino’s claim.

Keywords

• Students’ approaches to learning
• academic self-reference domains
• fluid intelligence
• National Exam of Upper Secondary Education ( Exame Nacional do Ensino Médio [ENEM])
• validity