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Validation of the Metacomprehension Scale

Moore1, Zabrucky, Commander

  • 1Clemson University

Contemporary Educational Psychology
|November 14, 1997
PubMed
Summary

The Metacomprehension Scale (MCS) demonstrates strong validity in assessing self-comprehension skills. This scale effectively predicts academic performance, outperforming other metacognitive measures.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Psychometrics

Background:

  • Metacomprehension is crucial for effective learning and academic success.
  • Assessing metacomprehension accurately is vital for understanding individual learning strategies.
  • Existing metacognitive measures may not fully capture the nuances of metacomprehension.

Purpose of the Study:

  • To evaluate the factorial, convergent, discriminant, and criterion-related validity of the Metacomprehension Scale (MCS).
  • To determine if the MCS is a reliable instrument for measuring self-assessed metacomprehension in young adults.
  • To compare the predictive power of the MCS against other metacognitive measures for comprehension performance.

Main Methods:

  • Administered the Metacomprehension Scale (MCS) to 237 young adults.
  • Examined factorial validity through subscale analysis, finding heterogeneity overall but homogeneity within subscales.
  • Assessed convergent and discriminant validity by correlating MCS subscales with related metacognitive measures.
  • Evaluated criterion-related validity by using MCS and other metacognitive measures to predict reading comprehension performance.

Main Results:

  • The MCS showed factorial heterogeneity but internal homogeneity within its seven subscales.
  • Correlations between similar constructs were stronger than between dissimilar constructs, supporting convergent and discriminant validity.
  • The MCS demonstrated superior criterion-related validity, predicting comprehension performance better than other metacognitive measures.
  • The MCS accounted for unique variance in comprehension performance not explained by other measures.

Conclusions:

  • The Metacomprehension Scale (MCS) provides promising evidence of validity for self-assessing metacomprehension.
  • The MCS is a valuable tool for researchers and educators interested in understanding and improving reading comprehension.
  • Self-assessment tools like the MCS can effectively contribute to the evaluation of metacognitive abilities.

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