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[[File:Cerebellum.jpg|right|thumb|250px|The human brain is the most complex physical entity in the universe.<ref>[http://creation.com/the-human-body-gods-masterpiece The Human Body: God's Masterpiece]</ref><ref>[http://creation.com/the-human-body-gods-masterpiece The Enigmatic Human Brain] by Wallace G. Smith</ref><ref>[http://www.creationmoments.com/radio/transcripts/most-complex-structure The Most Complex Structure], Creation Moments</ref>]]
[[File:Cerebellum.jpg|right|thumb|250px|The human brain is the most complex physical entity in the universe.<ref>[http://creation.com/the-human-body-gods-masterpiece The Human Body: God's Masterpiece]</ref><ref>[http://creation.com/the-human-body-gods-masterpiece The Enigmatic Human Brain] by Wallace G. Smith</ref><ref>[http://www.creationmoments.com/radio/transcripts/most-complex-structure The Most Complex Structure], Creation Moments</ref>]]
'''Metacognition''' is an individual's process of thinking about one’s own thinking and [[learning]].<ref>[https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.html#:~:text=Metacognition%20is%20the%20process%20of,how%20you%20think%20and%20learn Metacognition]</ref> Cambridge International Education indicates:
'''Metacognition''' is an individual's process of thinking about one’s own thinking and [[learning]].<ref>[https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.html#:~:text=Metacognition%20is%20the%20process%20of,how%20you%20think%20and%20learn Metacognition]</ref> Cambridge International Education indicates:
"Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours."<ref>[https://cambridge-community.org.uk/professional-development/gswmeta/index.html#:~:text=Metacognition%20describes%20the%20processes%20involved,to%20their%20own%20learning%20behaviours. Getting started with Metacognition]</ref> See also: [[Accelerated learning]]
"Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours."<ref>[https://cambridge-community.org.uk/professional-development/gswmeta/index.html#:~:text=Metacognition%20describes%20the%20processes%20involved,to%20their%20own%20learning%20behaviours. Getting started with Metacognition]</ref> Metacognition involves choosing tactics strategies to improve your thinking. See also: [[Accelerated learning]]
Metacognition refers to your awareness of your own thought processes and your ability to control and adjust them. It helps you plan how to approach a task, monitor your progress, and evaluate whether your strategy worked. This concept was formalized by psychologist John H. Flavell, who described it as both knowledge about cognition and control of cognition.
'''Key idea:''' You’re using metacognition any time you notice your mind wandering, realize you don’t understand something, or decide to change your approach to a problem.
== Types of Metacognition ==
Most modern frameworks break metacognition into three major types (or components):
'''Metacognitive Knowledge''' — What you know about how you think. Knowledge of your strengths, weaknesses, and preferred learning strategies. Example: Knowing you learn best with diagrams.
'''Metacognitive Regulation''' — How you manage your thinking. Planning, monitoring, and evaluating your cognitive strategies. Example: Realizing your study method isn’t working and switching strategies.
'''Metacognitive Experiences''' — The feelings and judgments that arise during thinking
“Feeling of knowing,” confidence judgments, or the sense that something is hard or easy. Example: Knowing you should double-check an answer because it “doesn’t feel right.”
Some researchers also highlight metamemory (awareness of your memory processes) as a specific subtype. See also: [[Mnemonics]]
== Key Metacognitive Skills ==
These skills help you become a more effective learner, problem-solver, and decision-maker:
'''Planning''' — Setting goals, choosing strategies, and predicting difficulty. Example: Deciding to outline a chapter before reading it.
'''Monitoring''' — Checking your understanding as you work. Example: Noticing you’re confused and slowing down.
'''Evaluating''' — Assessing how well a strategy worked after completing a task. Example: Reflecting on whether your study method helped you remember the material.
'''Self-awareness''' — Recognizing your cognitive habits, biases, and tendencies. Example: Knowing you get distracted easily and adjusting your environment.
'''Strategy selection & adaptation''' — Choosing and adjusting approaches based on performance. Example: Switching from rereading to practice testing when studying.
Reflection — Thinking about how you think, learn, and solve problems. Example: Asking yourself what you could do differently next time.
== Why Metacognition Matters ==
Strong metacognitive skills improve learning, problem-solving, decision-making, and adaptability. Students with strong metacognition perform better academically, and adults with strong metacognitive habits tend to be more effective in professional and personal growth.
If you want, I can also break this down into a simple chart, give examples for everyday life, or show how to build metacognitive skills step-by-step.
== Self-talk and metacognition ==
== Self-talk and metacognition ==