asked seventh-grade students to wor

asked seventh-grade students to work on a non-routine problem and then respond to twenty–one statements about what they were thinking while solving a problem, in order to measure their meta-cognitive abilities in relation to their performance on solving mathematical problems.
Schraw and Sperling-Denisson (1994) developed a fifty two-item Likert scale self-report inventory for adults(MAI), which measured both knowledge about cognition and regulation of cognition. Panaoura, Philippou, andChristou (2003)