Adaptation and Psychometric Properties of a Romanian Version of Metacognitive Awareness Inventory for Teachers (RoMAIT)

(1) Background: Metacognition plays a crucial role in education, with teachers’ metacognitive awareness being a critical determinant of effective teaching and learning. Despite its importance, validated instruments for assessing teachers’ metacognition are scarce, especially in non-English-speaking contexts. This study aims to adapt and evaluate the psychometric properties of the Metacognitive Awareness Inventory for Teachers (MAIT) to the Romanian cultural and educational contexts. (2) Methods: After rigorous cross-cultural adaptation procedures, including translation, back-translation, and expert review, the MAIT was administered to 444 Romanian teachers (86.5% female, mean age = 47.18 years, SD = 8.92). Exploratory and confirmatory factor analyses were conducted to assess the structural validity of the instrument. (3) Results: A 21 item second-order two-factor model including knowledge of cognition (KC) and regulation of cognition (RC) showed good fit indices (χ2/df = 3.5, CFI = 0.965, TLI = 0.96, SRMR = 0.023, RMSEA = 0.075). Limitations of the study are discussed.