You might find the following recently-published report from the UK to be of interest; it says "as it has become clearer that self-regulated learning and metacognition are subject- and task-specific, generic instruments have largely been replaced by subject- or task-specific ones" (p.27)

EEF (2018). Metacognition and self-regulated learning: Guidance report. London: EEF.

https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/

Thanks Professor Jones.

It seems to me an extensive but interesting piece of information. I will go through it asap. Thanks for sharing it.

Hi!

See if the attached file helps:

A Social Cognitive View of Self-Regulated Academic Learning' by Zimmerman

Thanks Professor Angelini

I scanned that article for Metacognition and found few interesting information.

1- Student's self-efficacy perceptions depend

in part on each of four other types of personal influence:

students' knowledge, metacognitive processes, goals, and affect.

2-Students' use of self-regulated learning

strategies depends not only on their knowledge of strategies

but also on metacognitive decision-making processes and

performance outcomes.

Hi - these resources are not specifically about the measurement of metacognition, but the Centre for Curriculum Redesign is very focussed on studies to do with metacognition and would be worth making contact with:

http://curriculumredesign.org/our-work/resources/

Regards

Andrea