Metacognitive training aids decision making

The aim of the present study was to determine (a) the relationship between metacognition and decision making; (b) the aspect of metacognition (knowledge of cognition or regulation of cognition) that is most important for the relationship; and (c) whether metacognitive strategy instruction is effective in improving decision-making performance. Ninety-eight university students were divided into three decision-making ability groups: average, below average, and above average. Two decision-making tasks (one strategic and one tactical) were presented to participants prior to and after metacognitive strategy instruction (experimental group). Results demonstrated a relationship between metacognitive awareness and decision-making performance. Regulation of cognition was shown to have a greater impact on decision making than did knowledge of cognition. Metacognitive strategy instruction was found to be beneficial to those in the below-average group, but not those in the average or above-average groups.