State Metacognition Inventory: validity and reliability in Arabic Educational Contexts

Background Metacognition is an important phenomenon in psychological and educational fields. This study aimed to validate an Arabic version of the State Metacognitive Inventory (SMI) for assessing metacognitive processes in Arabic educational contexts. Methods The study involved 240 Taif University students who completed electronic versions of the SMI and a sociodemographic questionnaire. The research process included rigorous translation procedures, followed by exploratory and confirmatory analyses to test the four-factor structure, internal consistency, and gender measurement invariance, along with examining correlations with personality traits for construct validation. Results Analysis confirmed the four-factor structure of metacognition, demonstrated strong internal consistency with alpha coefficients ranging from .87 to .95, established measurement invariance across genders, and showed appropriate correlations with personality traits supporting construct validity. Conclusions The Arabic version of the SMI has been validated as a reliable and psychometrically sound instrument for assessing metacognitive processes in Arabic educational settings, providing educators and researchers with a valuable tool for understanding metacognition in Arabic-speaking populations.