Abstract

Metacognition is one of the vital competencies to seize the opportunities and overcome the challenges of twenty-first century; however, there is no precise definition of metacognition and it is a fuzzy concept. While classic, descriptive and procedural models try to describe the nature and ingredients of metacognition, theoretical clarity in terms of better definition and representation of its components is needed. This study by adopting theoretical models of metacognition through the Plan-Do-Check-Act principles (as a management instrument) proposes a conceptual framework, “Metacognition Management System (MMS)” that consolidates components, functions, and processes of metacognition in a single window. Then, impacts of a multidimensional intervention designed based on the MMS concept (MMS Training Course) provided in 12 hours, on 31 students’ metacognitive competencies was investigated using quasi-experimental pre-test, post-test design. The large effect size (Partial η² = .939, 95% confidence interval) implied that MMS training course has a statistically significant impact on metacognitive competencies. This study has implications for further theoretical and experimental researches on the configuration and application of the MMS as well as designing multidimensional metacognitive intervention.

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