Measuring of Metacognition in Problem-Posing: Standardization of the Metacognition in Problem-Posing Scale

While research on metacognition in mathematics education has grown recently, it has primarily focused on problem solving, with little attention given to problem-posing. However, problem-posing also involves complex metacognitive processes that warrant deeper investigation. This study addresses this gap by developing and validating a new instrument to assess metacognition in problem-posing among middle school students. The metacognition in problem-posing Scale is an eight-item measure encompassing three factors: planning, monitoring, and evaluation. The study was conducted using a scale-development design within a survey research framework, and data were collected through a two-stage simple random sampling. Psychometric analyses confirmed the scale’s reliability and its construct validity. The metacognition in problem-posing Scale offers a promising tool for exploring students’ metacognitive engagement in problem-posing tasks and has potential applications in both research and classroom settings.

Cite this article as: Öztürk, M., Sarikaya, İ., & Albayrak, M. (2026). Measuring of metacognition in problem-posing: standardization of the metacognition in problem-posing scale. HAYEF: Journal of Education, 23, 0001, doi: 10.5152/ hayef.2026.26001.