Thank you guys so much for these!!!! YOU ROCK!!! :)

Dear Dora, 

here are some papers that can give you ideas:

Article Thinking about thinking: changes in first-year medical stude...

Article METACOGNITION AND HAPPINESS: THE MEDIATING ROLE OF PERCEIVED...

Here's some paper on the topic:

http://journal.frontiersin.org/article/10.3389/fnhum.2014.00443/abstract

P.S. If you should try to measure accuracy of predictions made by individuals, you can have a look at our latest research results ;).

In proposing new measures we mainly focus on the question of how to average performance ratios. Our suggestion is to use the geometric mean when calculating overall relative performance indicators:

https://www.researchgate.net/publication/284947381_Forecast_Error_Measures_Critical_Review_and_Practical_Recommendations

https://www.researchgate.net/publication/282136084_Measuring_Forecasting_Accuracy_Problems_and_Recommendations_by_the_Example_of_SKU-Level_Judgmental_Adjustments

Chapter Forecast Error Measures: Critical Review and Practical Recommendations

Chapter Measuring Forecasting Accuracy: Problems and Recommendations...

Thank you guys so much for these!!!! YOU ROCK!!! :)

I do a great deal of testing, normally a standard procedure for any patient coming to our office. I used to use the Constructive Thinking Inventory, but have not used it for a number of years. It might be of use. Of course, the MBTI has a scale of "judgment", namely feeling-based  and thinking-based individuals, which is functionally a measure of how people evaluate. The Test of Self Conscious Affect (TOSCA) developed byTangney is very good, but a bit tangential to your apparent desires. It does, however, have subscales of "guilt" (sadness, valuable) and "shame" (fear, not valuable) that are interesting and a kind of thinking measure. I would also suggest you peruse the Positive Psychology stuff available, which might be helpful

Dora, the first question is what type of metacognition you are thinking about?  I am assuming you are thinking about this in education, but I am not sure. There are several published instruments, but my review of them is that they are mostly attitudinal scales rather than true instruments to measure metacognition.  There is also a difference between content metacognition and process metacognition.  There is a fairly large literature about helping students with content metacognition, especially in the sciences with applied use of force concept inventories and similar tools, but not as much about process metacognition (helping students become aware of how they think about learning, what their learning strategies are).  Several years ago, in order to try and address this, I developed several metacognitive scales that are part of my regular use in classes and that are linked to metacognitive assignments for students. The instruments are primarily grounded in the Transtheoretical Model of Change (TTM), originally created by Prochaska and colleagues. I think the readiness model is highly relevant to process metacognition and asks students to think about how ready they are to actually change or to become more effective learners.  I have also developed instruments that tap into metacognitive aspects of self-efficacy and decisional balance. I have also developed a more behavioral scale to help students assess which types of learning strategies they are using and to promote reflection of their own goals in learning.  These instruments have been tested against an established instrument, the Revised-Study Process Questionnaire (developed by John Biggs), and these validation studies look very promising.  We have an article we are about to submit for review on these.  incidentally, I also believe that student metacognition (or the lack of it) plays a key role in student resistance to learning -- and student resistance is a subject of a new book that we should have out this year from Stylus.  If you are interested in any of these ideas or this material, let me know.  

I suggest to ask that to Dr. Reuven Feuerstein.  Look for him here at Research Gate.

Thank you all for your answers :) I am sorry I haven't responded earlier, I was a bit under the weather :( I am planning to do research on executive functions and health protective behaviors, however I would like to include metacognition because it is a bit like a more conscious "version" of executive functions, in the sense that metacognition is knowing our own cognitive processes. However I found very little research on this relationship within education psychology - and nothing in health psychology. What I am thinking now it is that, I should just put participants through the executive functions tests and ask them either after each, or just in the end about the task they were the best at, to describe to me how they were thinking and proceeding through the test.

The reason for this is that, if I give them questionnaires, they actually rate themselves on the statements in the metacognitive inventory. And then it may be the case that they actually did not know how they were thinking, or what their cognitive processes were just the questionnaire "gives them the idea" if you like. However I am interested in how conscious they really are about their cognitive processes, while the questionnaire I believe may prompt them what to think. It may sound very silly and very beginner in your eyes, but for me it seems valid.