All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? All factors were significantly and positively correlated at the 0.001 level, including the eight metacognition subcategories, the five critical thinking subfactors, and academic writing. → Mark Feng Teng 2022

Evidence¶

Mark Feng Teng 2022¶

Mark Feng Teng, Mei Yue. (2022). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09328-5

q3 · i? · associational · r2

Pearson correlation analysis (Table 3) of MAWSQ, W-GCTA, and writing test scores in the university EFL sample. The article reports all factors "significantly and positively correlated at the level of 0.001"; printed coefficients ranged roughly from .432 to .683 across the matrix.

"As shown in Table 3, all factors were significantly and positively correlated at the level of 0.001. Thus, the eight sub-categories of metacognition were significantly and positively correlated with each other and with academic writing and various components of critical thinking."

Discussion¶

Learner Variables¶

Critical Thinking — predictor: learners who differ on it differ in outcomes
Metacognition — predictor: learners who differ on it differ in outcomes
Self-Regulation — predictor: learners who differ on it differ in outcomes

Metacognition is significantly and positively related to EFL students' academic writing performance (Model 1) — a narrower finding that bears on this claim
Metacognition is significantly and positively associated with EFL students' critical thinking skills (Model 2) — a narrower finding that bears on this claim
L1 and L2 writing metacognitive strategy subcategories are strongly and positively correlated — related
Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing — related
Metacognitive strategies and prior coding experience significantly predict CT profile membership, with metacognition contributing more strongly — related
AI task scaffolding is positively associated with critical thinking and technical problem-solving among AI-using university students — related
SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32) — related
Cognitive offloading tendency is negatively associated with critical thinking, technical problem-solving, and metacognitive self-regulation — related
Metacognitive strategy use correlates positively with EFL reading comprehension achievement (r = .54) — related

Page metadata

Field	Value
`type`	`claim`
`id`	`metacognition-critical-thinking-writing-correlations`
`title`	`All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing`
`description`	`All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-19`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `mark-feng-teng-2022`

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