Metacognitive awareness is based on the notion of metacognition. The word metacognition has its root in the Greek word “Meta” which means going backwards and is used to refer to the concept which is an abstraction behind another concept. Generally, metacognition is called “cognition about cognition” or “thinking about thinking.” But that's just a quick definition. Metacognition is also used as a synonym for a variety of epistemological processes, namely meta-memory, meta-perception and meta-understanding (Papaleontiou-Louca, 2008). But the term metacognition is a comprehensive term. Metacognition has gained popularity in the field of cognitive psychology in recent decades. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”?Get the original essayResearch in metacognition began with John Flavell, considered the father of metacognition and subsequently, much empirical research and Theoretical theories dealing with metacognition can be recorded, suggesting various strategies that improve children's metacognitive abilities, which teachers can also use in their teaching. Metacognition is a vague concept and very difficult to define. Many psychologists take it differently, Flavell (1978) defined metacognition as "knowledge that takes as its object or regulates any aspect of any cognitive effort." While Moore (1982) defines it as “an individual's knowledge of various aspects of thinking” and has also been described as “the ability of individuals to adjust their cognitive activity in order to promote more effective understanding”. Similarly, Flavell (1979) defined the concept of metacognition as the set of conscious cognitive or affective experiences that accompany and relate to an intellectual enterprise. Furthermore, Paris and Winograd (1990) describe metacognition in terms of its two essential elements, namely self-evaluation. assessment and self-management of cognition. Self-assessment is the personal reflection of one's own knowledge and abilities, while self-management is the affective states regarding one's own knowledge, abilities, motivation and characteristics as learners. Unlike Hennessey (1999) who defines metacognition in terms of cognitive function and its applications, metacognition is, according to him, “awareness of one's own thinking, awareness of the content of one's conceptions, active monitoring of one's cognitive processes, attempt to regulate one's cognitive processes in relation to further learning, and an application of a set of heuristics as an effective device for helping people organize their methods for attacking problems in general. Gradually, the concept of metacognition has expanded and now includes everything that has come to the field of psychology. For example, if a person has knowledge or cognition of one's own emotions or motivations regarding a cognitive endeavor (e.g., being aware of one's anxiety while solving a problem on an exam), this may be considered metacognitive. In fact, recent literature completes the term, adding to its cognitive domain, the emotional domain referring to the emotions that accompany cognitive processes and the person's ability to monitor them, as well as the domain of cognitive habits (Louca, 2008 ). . The educational psychologist encourages the use of metacognition in teaching the learning process because it allows students to succeed and has also been associated with intelligence. Metacognition is a powerful phenomenon that allows students to set, 4(3), 140-149.