Metacognitive skills have been shown to be strongly associated with academic achievement and serve as the basis of many therapeutic treatments for mental health conditions. Thus, it is likely that training metacognitive skills can lead to improved academic skills and health and well-being. Because metacognition is an awareness of one’s own thoughts, and as such is not directly observable, it is often measured by self-report. This study reviews and critiques the use of self-report in evaluating metacognition by conducting systematic reviews and a meta-analysis of studies assessing metacognitive skills. Keyword searches were performed in EbscoHost, ERIC, PsycINFO, PsycArticles, Scopus, Web of Science, and WorldWideScience.org to locate all articles evaluating metacognition through self-report. 24,396 articles from 1982 through 2018 were screened for inclusion in the study. Firstly, a systematic review of twenty-two articles was conducted to review the ability of self-report measures to evaluate a proposed taxonomy of metacognition. Secondly, a systematic review and meta-analyses of 37 studies summarizes the ability of self-report to relate to metacognitive behavior and the possible effects of differences in research methods. Results suggest that self-reports provide a useful overview of two factors – metacognitive knowledge and metacognitive regulation. However, metacognitive processes as measured by self-report subscales are unclear. Conversely, the two factors of metacognition do not adequately relate to metacognitive behavior, but subscales strongly correlate across self-reports and metacognitive tasks. Future research should carefully consider the role of self-reports when designing research evaluating metacognition.

中文翻译：

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评价元认知自我报告：系统评价自我报告在元认知研究中的价值

元认知技能已被证明与学业成绩密切相关，并且是心理健康状况许多治疗方法的基础。因此，训练元认知技能可能会导致提高学术技能以及健康和福祉。因为元认知是对自己思想的认识，并且因此无法直接观察到，所以它通常通过自我报告来衡量。这项研究通过进行系统评价和对元认知能力评估研究的荟萃分析，回顾并批评了自我报告在评估元认知中的使用。在EbscoHost，ERIC，PsycINFO，PsycArticles，Scopus，Web of Science和WorldWideScience.org中进行了关键字搜索，以查找所有通过自我报告评估元认知的文章。24 筛选了从1982年到2018年的396篇文章，将其纳入研究。首先，对22篇文章进行了系统的综述，以回顾自我报告措施评估拟议的元认知分类法的能力。其次，对37项研究的系统评价和荟萃分析总结了自我报告与元认知行为相关的能力以及研究方法差异的可能影响。结果表明，自我报告提供了对两个因素的有用概述-元认知知识和元认知调节。然而，通过自我报告量表测量的元认知过程尚不清楚。相反，元认知的两个因素与元认知行为没有充分的关系，但是子量表在自我报告和元认知任务之间有很强的相关性。