ArticleAnnals of medicine and surgery (2012)2024
Examining the psychometric characteristics of the metacognition questionnaire in teaching: a cross-sectional study.
Article in Annals of medicine and surgery (2012), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Hybrid Explainable Deep Ensemble Framework with self-attention mechanism for early prediction of depression severity using PHQ-9 clinical and behavioral data.Annals of medicine and surgery (2012) · 2026Article
- The role of artistic creativity in predicting difficulties in emotion regulation and reducing social anxiety: insights from a cross-sectional analysis.Annals of medicine and surgery (2012) · 2026Article
- Efficacy of foot reflexology in reducing migraine pain: a randomized controlled trial.Annals of medicine and surgery (2012) · 2025Article
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4 authors.
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Abstract
Background: The role of metacognition as a common concept in education is undeniable. One of the challenges in the field of metacognition is to measure the impact of metacognition in teaching with practical tools. Therefore, this study aimed to investigate the psychometric characteristics of the metacognition questionnaire in teaching. Methods: In this cross-sectional study, the statistical population of the study included all teachers in 2020 which was selected by an available sampling method of 137 people. The data were collected using a teacher's metacognition questionnaire (TMI). A Confirmatory, Pearson correlation coefficient was used to analyze the data. For this purpose, the use of SPSS-25 and LISREL software has been used. Results: of exploratory and confirmatory factor analysis indicate that. The validity and retest of the total score were calculated to be 0.93 and 0.86, respectively. The credibility of its subscales was also acceptable. Conclusion: As a result, it can be stated that the questionnaire has the proper psychometric properties for use in Iranian society and can be used as a valid tool for identifying teachers with teaching problems and teaching methods.
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