Metacognitive literacy/CRESST trait thinking questionnaire 1996

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This metacognition questionnaire was found in [1]

This questionnaire measures five dimensions:

  • Planning: Items 1, 8, 11, 19, 25, 28, 33, 36
  • Cognitive strategy: Items 2, 7, 12, 17, 21, 29, 34, 38
  • Self-checking: Items 3, 6, 13, 16, 22, 30, 35, 39
  • Effort: Items 4, 9, 14, 18, 23, 26, 31, 40
  • Self-efficacy: Items 5, 10, 15, 20, 24, 27, 32, 37

1. I determine how to solve a task before I begin.

2. To understand a task, I draw a graph if at all possible.

3. I check how well I am doing when I solve a task.

4. I work hard to do well even if I don't like a task.

5. I believe I will receive an excellent grade in this course.

6. I ask myself questions to stay on track as I do a task.

7. I think through the steps of a plan in my mind.

8. I carefully plan my course of action.

9. I put forth my best effort on tasks.

10. I'm certain I can understand the most difficult material presented in the readings for this course.

11. I try to understand tasks before I attempt to solve them.

12. While solving a task, I try more than one way to do it.

13. I check my work while I am doing it.

14. I work as hard as possible on tasks

15. I'm confident I can understand the basic concepts taught in this course.

16. I almost always know how much of a task I have to complete.

17. I think through the meaning of tasks before I begin to answer them.

18. I am willing to do extra work on tasks to improve my knowledge

19. I try to understand the goal of a task before I attempt to answer.

20. I'm confident I can understand the most complex material presented by the teacher in this course.

21. I select and organize relevant information to solve a task.

22. I judge the correctness of my work.

23. I concentrate as hard as I can when doing a task.

24. I'm confident I can do an excellent job on the assignments and tests in this course.

25. I figure out my goals and what I need to do to accomplish them.

26. I work hard on a task even if it does not count.

27. I expect to do well in this course.

28. I imagine the parts of a task I have to complete.

29. I spend more time trying to understand difficult tasks.

30. I correct my errors.

31. A task is useful to check my knowledge.

32. I'm certain I can master the skills being taught in this course.

33. I make sure I understand just what has to be done and how to do it.

34. I attempt to discover the main ideas in a task.

35. I check my accuracy as I progress through a task.

36. I try to determine what the task requires.

37. Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this course.

38. I ask myself how this task relates to what I already know.

39. I ask myself, how well am I doing, as I proceed through tasks.

40. Practice makes perfect.


  1. Harold F. O'Neil, Jr. and John Schacter, Test Specifications for Problem-Solving Assessment, CSE Technical Report 463, Center for the Study of Evaluation National Center for Research on Evaluation, Standards, and Student Testing Graduate School of Education & Information Studies, University of California, Los Angeles