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Metacognitive Awareness Inventory (MAI-32) Test

Learn how well you monitor and adjust your thinking and study strategies in about 6 minutes. Get clear, actionable insight across 8 skill areas so you can learn faster and stay on track.
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Questions: 326 minutes
Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.
08:30
October 2, 2025
October 2, 2025
Material has been updated
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Scale Explorer
How the Scales are Structured
example score
129/160
Metacognitive Engagement (ME)
Metacognitive engagement measures overall awareness and regulation of one’s thinking processes, including planning, monitoring, and evaluating learning activity.
Low
Moderate
High
32 – 74: Low | 75 – 117: Moderate | 118 – 160: High
A score of 129 falls in the High range, suggesting strong skills in planning, monitoring, and adjusting strategies during intellectual work.
example score
39/60
Metacognitive Knowledge (MK)
Metacognitive Knowledge measures how well a person understands their own thinking processes, learning strategies, and when those strategies are most effective.
Low
Moderate
High
12 – 27: Low | 28 – 44: Moderate | 45 – 60: High
A score of 39 falls in the Moderate range, indicating generally adequate awareness of how you learn and which strategies work, with room to make this knowledge more consistent and explicit across tasks.
example score
16/25
Declarative Knowledge (DK)
Declared knowledge measures how clearly a person can consciously describe their own thinking and learning strategies.
Limited awareness
Developing awareness
Strong awareness
5 – 11: Limited awareness | 12 – 18: Developing awareness | 19 – 25: Strong awareness
A score of 16 falls in the Developing awareness range, suggesting a moderately clear ability to articulate personal cognitive strategies with some room to refine and expand them.
example score
8/15
Procedural Knowledge (PK)
Procedural Knowledge measures how effectively a person can apply concrete strategies and methods to solve tasks during learning or intellectual work.
Developing
Adequate
Strong
3 – 7: Developing | 8 – 11: Adequate | 12 – 15: Strong
A score of 8 falls in the Adequate range, suggesting a generally workable use of problem-solving strategies with room to make them more consistent and flexible across tasks.
example score
16/20
Conditional Knowledge (CK)
Measures how well a person understands when and why to apply specific cognitive strategies depending on the situation.
Developing
Functional
Strong
4 – 10: Developing | 11 – 15: Functional | 16 – 20: Strong
A score of 16 falls in the Strong range, suggesting a well-developed ability to choose strategies that fit the task and context.
example score
62/100
Metacognitive Regulation (MR)
Metacognitive Regulation measures how effectively a person plans, monitors, and adjusts their thinking and actions during intellectual activity.
Low
Moderate
High
20 – 46: Low | 47 – 73: Moderate | 74 – 100: High
A score of 62 falls in the Moderate range, suggesting generally adequate planning and self-monitoring with some room to strengthen adjustment strategies during tasks.
example score
12/20
Planning (P)
Planning measures how well a person sets goals in advance, chooses strategies, and allocates time and resources to complete a task.
Low
Moderate
High
4 – 9: Low | 10 – 15: Moderate | 16 – 20: High
A score of 12 falls in the Moderate range, suggesting generally adequate planning with some room to make goals and strategies more explicit before starting tasks.
example score
6/10
Information Management Strategies (IMS)
Measures how effectively a person organizes, structures, and uses information to support learning and goal-directed work.
Developing
Functional
Strong
2 – 4: Developing | 5 – 7: Functional | 8 – 10: Strong
A score of 6 indicates functional information management strategies, with generally effective organization and use of information but some room to strengthen consistency and efficiency.
example score
26/30
Component Monitoring (CM)
Component Control measures how well a person monitors and adjusts individual steps of task execution to detect and correct errors during activity.
Low
Moderate
High
6 – 15: Low | 16 – 23: Moderate | 24 – 30: High
A score of 26 falls in the High range, suggesting strong step-by-step monitoring and timely adjustment of actions when issues arise.
example score
16/20
Error Correction Structure (ECS)
Measures how effectively a person identifies, analyzes, and adjusts their mistakes during task performance to improve future actions.
Developing
Adequate
Strong
4 – 9: Developing | 10 – 14: Adequate | 15 – 20: Strong
A score of 16 falls in the Strong range, suggesting you typically notice errors promptly and make effective adjustments to your strategy during work or study.
example score
12/20
Evaluation (E)
Evaluation measures how well a person analyzes and judges the results of their own work to identify successes and areas to improve.
Limited evaluation
Moderate evaluation
Strong evaluation
4 – 9: Limited evaluation | 10 – 14: Moderate evaluation | 15 – 20: Strong evaluation
A score of 12 indicates a moderate ability to evaluate outcomes, with some reflection on results but room to make conclusions and next steps more systematic.
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DATA-BASED USER COHORTS
Who Usually Takes This Test?
University students and learners
41%OF USERS
People who want to study smarter by spotting which planning, monitoring, and attention-control habits help or hurt their learning.
Coaches and trainers
34%OF USERS
Professionals who assess clients’ self-regulation skills to tailor study strategies, goal-setting, and progress checks.
Education and psychology researchers
25%OF USERS
Researchers who need a quick, structured measure of metacognitive regulation and its eight components for studies or program evaluation.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
What You’ll See After You Finish the Test
Scale Results
— Explained Clearly
Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.
AI-Powered
Interpretation
A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.
Statistical
Comparison
See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.
Practical
Recommendations
Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.
AI-Detected
Insights
Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.
Discuss with
an AI Psychologist
Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.
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Used in 52+ countries
Benchmarking
See How You Compare
Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.
Metacognitive Engagement (ME)
Average
86.2
Normal range
67.3 — 105
min.
32
max.
160
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Metacognitive Knowledge (MK)
Average
28.7
Normal range
21 — 36.4
min.
12
max.
60
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Declared knowledge (Dk)
Average
11.5
Normal range
8.9 — 14.1
min.
5
max.
25
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Procedural Knowledge (PK)
Average
6.3
Normal range
4.6 — 8
min.
3
max.
15
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Conditional Knowledge (CK)
Average
12.2
Normal range
9.2 — 15.1
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Metacognitive Regulation (MR)
Average
71.3
Normal range
58.7 — 83.9
min.
20
max.
100
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Planning (P)
Average
8.7
Normal range
6.5 — 10.8
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Information Management Strategies (IMS)
Average
7.5
Normal range
6.1 — 8.9
min.
2
max.
10
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Component Control (CC)
Average
13.1
Normal range
9.2 — 16.9
min.
6
max.
30
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Error Correction Structure (ECS)
Average
8.6
Normal range
6.3 — 11
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Evaluation (E)
Average
13.1
Normal range
10.3 — 16
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
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CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions

Any questions left?

What does this questionnaire measure?
It measures metacognitive regulation during studying or other intellectual work. It focuses on how planning, monitoring, and evaluation are used to guide task performance.
How long does it take and how many items are included?
Completion typically takes about 6 minutes. The questionnaire includes 32 items.
What are the main areas covered?
Items cover eight areas of regulation, including planning, monitoring, evaluating outcomes, and attention control. Results can be reviewed as an overall profile and by these eight areas.
How should responses be selected?
Select the option that best matches typical behavior in learning or problem-solving situations. Use the same reference frame across all items and avoid overthinking individual statements.
How should results be interpreted?
Higher scores generally indicate more consistent use of regulation strategies, while lower scores suggest areas that may benefit from skill development. Results describe tendencies and do not provide a diagnosis.
WHAT THE TEST MEASURES
About This Assessment

Metacognitive Awareness Inventory (MAI-32) Test

metacognition

This self-report measure evaluates perceived metacognitive knowledge and regulation during learning or other cognitively demanding activities. The Metacognitive Awareness Inventory (MAI-32) is intended to characterize how individuals monitor, plan, and evaluate their thinking and strategy use in task-focused contexts.

It consists of 32 items and typically requires about 6 minutes to complete. Responses can be used to summarize overall metacognitive awareness and to examine patterns across facets of self-regulation relevant to study skills, training, and performance monitoring. The Metacognitive Awareness Inventory (MAI-32) is most appropriately interpreted alongside other clinical or educational data and the specific demands of the setting.

Author: gregory-schraw, john-h-flavell
Literature: Flavell, J. H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 1979.; Pintrich, P. R. The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice. 2002.; Schraw, G., & Dennison, R. S. Assessing metacognitive awareness. Contemporary Educational Psychology. 1994.
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