IndexAbstractIntroductionComponents of metacognitionMetacognition and academic achievementSelf-regulationMetacognition and self-regulationConclusionAbstractExamining metacognition is the purpose of the essay which includes theoretical background on the current topic. Here the author will identify the definition and components of metacognition, summarizing them in conclusion. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Introduction It is accepted that during the 1970s John Flavel introduced the concept of metacognition into developmental psychology. He described metacognition that in the human and non-human environment there can be any type of cognitive event, there is a variety of information processing activities that can take place. It also includes affective monitoring and further regulates cognitive data processes, usually in the service of some explicit goals and objectives. Another contributor to the metacognition literature is Ann Brown, who proposed that cognitive knowledge and cognitive regulation are the two basic principles of metacognition important to the learning process. Cognitive knowledge has three main components of knowledge which are declarative, procedural and conditional. Cognitive regulation is the second ingredient of metacognition which includes planning, regulation and evaluation. The first component helps individuals to specifically allocate their means and use strategies more appropriately and effectively, while the second component is linked to more organized and systematic skills, namely planning, monitoring and evaluation. According to Dinsmore, Alexander, and Loughin, the concept of metacognition can be described as monitoring and controlling cognition, or the process of individuals' thinking about their own cognitive processes. The notion of metacognition is divided into two main groups: “knowledge about cognition” and “metacognitive skills”. Knowledge of cognition means that individuals have understanding about their own cognitive strategies and activities, while cognitive skills can be explained as procedures that organize and control cognition such as planning, monitoring and evaluation. The relationship between metacognitive awareness and intelligence has been the topic of many researchers. Many researchers have found that there is a compelling relationship between metacognition and intelligence. Metacognition is a term that is defined as the competence of an individual making use of prior knowledge to form a strategy for approaching a task, taking certain actions to address a problem, analyzing and evaluating the results, and modifying one's approach as required. Metacognition helps students choose the right cognitive tool for the task and plays a crucial role in learning success. Nongtodu and Bhutia identified the components of metacognition in their study which are as follows: Components of Metacognition Metacognitive knowledge (refers to the cognitive processes of individuals who, being cognitive processors, know about themselves and others). Metacognitive regulation (includes the regulation of learning experiences and cognition through a series of activities that help individuals manage their own learning). Metacognitive skills (involve control of processes such as planning, use of strategy, allocation of effort and regulation of cognition). Metacognition and Academic Achievement Metacognition is closely associated with academic achievement and learning processes as it encompasses the.