<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1900-2386</journal-id>
<journal-title><![CDATA[Psychologia. Avances de la Disciplina]]></journal-title>
<abbrev-journal-title><![CDATA[Psychol. av. discip.]]></abbrev-journal-title>
<issn>1900-2386</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Buenaventura]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1900-23862024000200055</article-id>
<article-id pub-id-type="doi">10.21500/19002386.7034</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.]]></article-title>
<article-title xml:lang="es"><![CDATA[Conciencia metacognitiva entre adolescentes de secundaria: Desarrollo y validación de una versión abreviada del MAI, Jr.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[Antonio P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rhodes]]></surname>
<given-names><![CDATA[Sam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bryck]]></surname>
<given-names><![CDATA[Richard L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Georgia Southern University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Georgia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Landmark College  ]]></institution>
<addr-line><![CDATA[ Vermont]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>55</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1900-23862024000200055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1900-23862024000200055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1900-23862024000200055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Precise and accurate measurement of metacognitive phenomena has never been more necessary than in today&#8217;s fast-paced world in which vast quantities of information are readily available to the learner. The MAI, Jr. (see Sperling et al., 2002) is a widely used, 18-question, self-report measure of metacognitive awareness. However, this measure has not been re-examined for construct validity and internal consistency since its inception in 2002. In this manuscript we report on our findings of a 2-year study in which we worked to validate a shortened version of the MAI, Jr. Over the course of 2 years, 601 students in grades 6-8 participated in our study. In each year, data was examined using exploratory factor analysis with common factor extractions (principal axis factoring [PAF]) and oblique rotations (promax). The results of this study support the validation of a shortened, 7-item, scale. We discuss why shorter measures with appropriate construct validity and internal consistency are preferred.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La medición precisa y exacta de los fenómenos metacognitivos nunca ha sido más necesaria que en el acelerado mundo actual, en el que el alumno dispone de grandes cantidades de información. El MAI, Jr. (ver Sperling et al., 2002) es una medida de autoinforme de conciencia metacognitiva de 18 preguntas ampliamente utilizada. Sin embargo, esta medida no ha sido reexaminada en cuanto a validez de constructo y consistencia interna desde su inicio en 2002. En este documento se informa sobre los hallazgos de un estudio de 2 años en el que trabajamos para validar una versión abreviada del MAI, Jr. En el transcurso de 2 años, 601 estudiantes de 6.º a 8.º grado participaron en nuestro estudio. En cada año, los datos se examinaron mediante análisis factorial exploratorio con extracciones de factores comunes (factorización del eje principal [PAF]) y rotaciones oblicuas (promax). Los resultados de este estudio respaldan la validación de una escala abreviada de 7 ítems. Se discute por qué se prefieren medidas más cortas con validez de constructo y consistencia interna apropiadas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Metacognitive awareness]]></kwd>
<kwd lng="en"><![CDATA[MAI, Jr.-S]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Measurement]]></kwd>
<kwd lng="en"><![CDATA[Factor analysis.]]></kwd>
<kwd lng="es"><![CDATA[Conciencia metacognitiva]]></kwd>
<kwd lng="es"><![CDATA[MAI, Jr.-S]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Medición]]></kwd>
<kwd lng="es"><![CDATA[Análisis factorial.]]></kwd>
</kwd-group>
</article-meta>
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