Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their work, thinking about what is working and what is not.

At this point, they decide to pause and take a different approach. Instead of continuing with the writing, they stop and create detailed character profiles, including things like personality, backstory, and appearance. After doing this, they find that they can return to writing and continue more smoothly. This exemplifies metacognition, which refers to the process of thinking about one's thinking and using that awareness to improve performance.

The process of metacognition involves three major stages: acquisition, retention, and retrieval. In language learning, for example, acquisition involves understanding grammar and vocabulary, retention entails practicing and memorizing, and retrieval is about using the language in conversation or writing.

Metacognition encompasses three domains: metacognitive knowledge, metacognitive experiences, and metacognitive strategies. Metacognitive knowledge significantly enhances the quality and effectiveness of academic learning and self-regulated learning. It also promotes learner autonomy and academic success. In a learning context, metacognition enables students to plan their approach to a task, monitor comprehension and progress, and adjust strategies as needed. This self-regulatory process helps learners become more independent and effective. For instance, a student might realize they understand the material better through visual aids, leading them to incorporate diagrams and charts into their study routines.

Metacognitive experiences refer to the feelings, thoughts, or emotions that arise during cognitive activities. They represent an awareness of one's thinking processes while engaging in tasks. These experiences function as feedback mechanisms, aiding in the regulation of learning or problem-solving approaches. For example, after reviewing material for an exam, an assessment of understanding takes place. Confidence in the material may lead to moving on, while uncertainty can prompt further study or review.

Metacognitive strategies include setting goals, organizing information, and assessing one's understanding. Through these strategies, learners can identify strengths and weaknesses in their knowledge. Effective use of metacognition allows for better adaptation to new learning situations. For example, by reflecting on their learning process, a student can determine which methods work best for them and adjust their study habits accordingly. Metacognitive knowledge, therefore, not only aids in immediate academic tasks but also prepares individuals for lifelong learning by fostering an adaptable and reflective approach to new challenges.