New Perspectives in Science Education

Introduction: Metacognitive awareness is a critical factor in academic success, yet the relationship between self-perception of these skills and actual behavioral adaptation remains complex. Understanding how students monitor their own learning is essential for modern pedagogy. Aim: This study examines the psychometric properties and predictive power of metacognitive components (knowledge and regulation) among 150 Bulgarian students (aged 18–56), primarily from humanities backgrounds. The research focuses on the potential discrepancy between how students evaluate their metacognitive abilities and their actual academic performance. Methodology: The Metacognitive Awareness Inventory (MAI) was employed to measure two main dimensions: Knowledge of Cognition (including declarative and procedural knowledge) and Regulation of Cognition (including planning and monitoring). Statistical analyses, including correlation and regression, were used to test the research hypotheses. Results: The findings reveal a "metacognitive paradox": while students report high levels of metacognitive regulation, this self-assessment shows a disproportionately weak correlation with their actual behavioral flexibility and academic outcomes. The data suggest that students often overestimate their regulatory capacities, particularly in the sub-processes of monitoring and evaluation. Conclusion: The study highlights the need for pedagogical interventions that move beyond theoretical awareness, focusing instead on the practical application of metacognitive strategies to bridge the gap between self-perception and effective learning behavior. These insights are vital for developing adaptive teaching methods in higher education.

Keywords: мetacognitive awareness, metacognitive regulation, behavioral flexibility, self-assessment, academic achievement

REFERENCES

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