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The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis.

Authors :
Alotaibi, Albandri Sultan
Source :
Metacognition & Learning; Aug2024, Vol. 19 Issue 2, p661-679, 19p
Publication Year :
2024

Abstract

Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach's alpha and McDonald's omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to ∆CFI and ΔRMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
15561623
Volume :
19
Issue :
2
Database :
Complementary Index
Journal :
Metacognition & Learning
Publication Type :
Academic Journal
Accession number :
177816791
Full Text :
https://doi.org/10.1007/s11409-024-09384-z