Metacognitive awareness is based on the notion of metacognition. The word Metacognition has its root in the Greek word “Meta” which means to go behind and is used to denote the concept which is an abstraction behind another concept. In general, Metacognition is defined as “cognition about cognition” or “thinking about thinking”. But that's just a quick definition. Metacognition is also used synonymously with a variety of epistemological processes, for example meta-memory, meta-perception and meta-comprehension (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 Shouldn't Be Banned"? Get an original essay Research on metacognition began with John Flavell, considered the father of metacognition and from then on a series of empirical and theoretical research dealing with metacognition can be recorded, suggesting several strategies that enhance children's metacognitive abilities , which teachers can also use in their teaching. Metacognition is a confusing concept and is very difficult to define. Many psychologists think 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 regarding various aspects of thinking” and it has also been described as “the ability of individuals to adapt their cognitive activity in order to promote more effective understanding”. Similarly, Flavell (1979) defined the concept of metacognition as all those conscious cognitive or affective experiences that accompany and concern an intellectual undertaking. Furthermore, Paris and Winograd (1990) describe metacognition in terms of its two essential elements, namely self-cognition. assessment and self-management of cognition. Self-evaluation is the personal reflection of one's knowledge, skills, while self-management concerns the affective states regarding one's knowledge, skills, motivation and characteristics as a learner. Contrary to what Hennessey (1999) defines metacognition in terms of cognitive function and its application, according to him metacognition refers to “Awareness of one's own thinking, awareness of the content of one's conceptions, an active monitoring of one's own cognitive processes, an attempt to regulating one's cognitive processes in relation to further learning and the application of a set of heuristics as an effective tool to help people organize their methods of attack on problems in general”. Gradually, the concept of metacognition has become broader and now includes everything that has come up in the field of psychology. For example, if one has knowledge or cognition of one's emotions or motivations regarding a cognitive undertaking (e.g. being aware of one's anxiety while solving a problem in an exam paper), this may be considered metacognitive. Recent literature, in fact, completes the term, adding to its cognitive domain, the emotional one, 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). . Educational psychologist encourages the use of metacognition in teaching the learning process as it enables students to learn successfully and has also been associated with intelligence. Metacognition is a powerful phenomenon that allows students to set goals, plan, solve problems, monitor, 4(3), 140-149.