Adaptation of the Jr. MAI-B Metacognition Questionnaire for Use in Physical Education

The development of metacognition is key to promoting self-regulated learning in the schoolcontext. This study aimed to adapt and preliminarily validate the Spanish version of the Jr.MAI-B questionnaire for its application in Physical Education at the secondary education level.A process of linguistic and contextual adaptation was carried out, followed by contentvalidation through expert judgment (Aiken's V). Agreement among the 13 experts wascalculated using Fleiss' Kappa coefficient, and a pilot test was conducted with 93 students.Confirmatory factor analyses showed an acceptable fit to the original bifactorial structure(metacognitive knowledge and regulation), with adequate reliability indices. In the firstmeasurement, the model showed significant factor loadings for all items (p < .001), withmoderate to high values on the cognitive knowledge factor (0.435 to 0.743) and acceptableloadings on the cognitive regulation factor (0.355 to 0.677). In the second measurement, thefactor loadings also remained significant but were slightly lower. An internal consistency resultof .881 was obtained with an acceptable Cronbach's alpha, and a positive outcome was foundfor McDonald’s omega, with values ranging between 0.76 and 0.86.Additionally, differences in metacognitive profiles according to gender were explored,allowing the identification of differentiated self-reflection patterns that may have relevantpedagogical implications.The results suggest that the questionnaire may be a useful tool for assessing students'metacognition and designing more tailored teaching strategies. However, further validationwith larger samples is recommended before generalizing its use.