Establishing the Factor Structure of the 18-Item Version of the Junior Metacognitive Awareness Inventory

ABSTRACT

The Junior Metacognitive Awareness Inventory is a student self-report scale developed to correspond to a two-factor model of metacognition. Exploratory (N = 1,783) and confirmatory factor analysis (N = 942) were conducted using data from students in Grades 6 through 12 with results supporting two underlying factors corresponding to Knowledge and Regulation of Cognition.

KEYWORDS:

• School counseling
• counseling
• confirmatory factor analysis
• exploratory factor analysis

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Additional information

Notes on contributors

Boyoung Kim

Boyoung Kim is a research professor of Education in the department of Education at Korea University. She is interested in human development, career counseling, and the promotion of psychological well-being.

Brett Zyromski

Brett Zyromski is an assistant professor at The Ohio State University. He is co-founder of the National Evidence-Based School Counseling Conference and co-author of the book Facilitating Evidence-Based, Data-Driven School Counseling: A manual for practice.

Melissa Mariani

Melissa Mariani is an assistant professor in the department of Counselor Education at Florida Atlantic University. She is co-author of the book Facilitating Evidence-Based, Data-Driven School Counseling: A Manual for Practice. She was recently honored as the 2016 FAU University Scholar of the Year.

Sang Min Lee

Sang Min Lee received his PhD. in School Counseling from University of Florida. He is a professor in the department of Education at Korea University. His research interests include school counseling, burnout syndrome, and measurement issues in counseling.

John C. Carey

John C. Carey is the director of the Ronald H. Fredrickson Center for School Counseling Research and Evaluation and a Professor of School Counselor Education in the department of Student Development at the University of Massachusetts, Amherst. He has research expertise is in universal socio-emotional curricula for children and in international policy research on school-based counseling.