Metacognition can be explained as individuals’ information while they are learning or fulfilling a task and a deliberate organization in cognitive processes.

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Although there are many different definitions concerning metacognition, the one common point is to monitor strategies for the learning process.

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Wilson (1998) regards metacognition as knowledge and awareness of thinking processes and strategies (together with the ability to evaluate and organize these processes).

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Scarr and Zanden (1984), on the other hand, define metacognition as individuals’ awareness and comprehension of processes of regulating their mental state, skills, memory and behavior.

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The most common definition of metacognition is that metacognition is individuals’ having information about their cognitive structure and being able to organize this structure.

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Metacognition occurs as a result of one’s individual evaluation and observation of their cognitive behavior in a learning environment.

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Brown (1978) defined metacognition as students’ awareness and organization of thinking processes that they use in planned learning and problem solving situations.

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Metacognition concerns the study of what people know about cognition in general, and about their own cognitive and memory processes, in particular, and how they put that knowledge to use in regulating their information processing and behavior.

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The term metacognition refers generally to knowledge of and control over one’s own cognitive processes. Metacognitive knowledge refers to the awareness of how one thinks and learns. There are three types of metacognitive knowledge. Person variables can recognize one’s own cognitive processes, including the strengths and weaknesses or styles of learning that one exhibits in different contexts. Task variables can determine about a particular task with respect to one’s own cognition, including how long it will take to complete or how difficult it is in comparison to a different task. Strategy variables are the tactics that one is aware of using regularly and flexibly to complete tasks and bolster the learning process. Metacognitive regulation is the capacity to use all three variables of metacognitive knowledge to actively control and enhance one’s cognitive abilities.

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Wellman (1985) defines metacognition as “thinking about thinking or a person’s cognition about cognition” (p.1).

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While cognition means being aware of and understanding something, metacognition is being aware of and knowing how one learns in addition to learning and understanding something. According to Gourgey (1998), on the other hand, cognition is necessary to form the learning process and information while metacognition is required for individuals to observe, develop, and evaluate their own processes and apply their knowledge to new situations. Therefore, metacognition is a basic requirement for cognitive effectiveness.

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Swanson (1990) defines metacognition as individuals’ awareness of their ability to monitor, regulate and control their own activities concerning learning.

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Metacognition means “thinking about cognition,” and given that cognition generally refers to the processes of thinking, metacognition means “thinking about thinking.” Metacognition refers to knowledge about cognitive processes (“I’m bad at names”), monitoring of cognitive processes (“I’ll remember that equation”), and control of cognitive processes (“Using flash cards works for me” or “I’ll need to spend at least 2 hours studying this”). Metacognition is a broad category of self-knowledge monitoring. Metacognition is generally implicated in the knowledge, monitoring, and controlling of retrieval and inference processes involved in the memory system. Knowledge refers to the evaluation of conscious experience. Monitoring refers to how one evaluates what one already knows (or does not know). Processes involved in metacognitive monitoring include ease of learning judgments, judgments of learning, feeling of knowing judgments, and confidence in retrieved answers. Metacognitive control includes learning strategies such as allocation of study time, termination of study, selection of memory search strategies, and decisions to terminate the search. Metacognition involves the monitoring and control of what is called the meta-level and the object-level, with information flowing between each level. The meta-level is the conscious awareness of what is or is not in memory, whereas the object-level is the actual item in memory. The meta-level essentially creates a model of the object-level, giving people the sense of awareness of that object’s existence in memory. Based on this meta-level model, people can quickly evaluate what they know or think they know so they can decide whether they should spend the effort trying to recall the information. The metacognitive system consists of two types of monitoring: (1) prospective, occurring before and during acquisition of information, and (2) retrospective, occurring after acquisition of information.

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First definition - John Flavell (1976), who led studies regarding the concept of metacognition through his research, defining metacognition as follows: “metacognition refers to one’s knowledge concerning one’s own cognitive processes and products or anything related to them” (p.232).

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According to Baker and Brown (1980), metacognition is a theoretical structure where learners take effective responsibility of their learning and is individuals’ being aware of their learning and its management.

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Metacognition is used as an umbrella term encompassing the structures that are related to individuals’ thinking processes and information.

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Metacognition generally means higher level thinking about how a learning task will be handled, and making plans on processes of observing and evaluating comprehension.

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It has often been claimed that metacognition should be defined as “cognition about one’s own cognition,” “knowledge about one’s own knowledge,” or “thinking about one’s own thinking”.

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According to Gourgey (1998), on the other hand, cognition is necessary to form the learning process and information while metacognition is required for individuals to observe, develop, and evaluate their own processes and apply their knowledge to new situations. Therefore, metacognition is a basic requirement for cognitive effectiveness.

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At the simplest level, metacognition is thinking about the contents and processes of one’s mind. Metacognition is cognition where the information on which a learner operates describes features of cognition.

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