This paper by Gregory Schraw and David Moshman proposes a framework for understanding individuals' theories about their own cognition, known as metacognitive theories. Metacognitive theories are defined as systematic frameworks that explain and direct cognition, metacognitive knowledge, and regulatory skills. The authors distinguish between tacit, informal, and formal metacognitive theories, highlighting critical differences using developmental criteria. They also explore the origin and development of these theories and discuss their implications for educational research and practice. The paper reviews standard accounts of metacognition, distinguishing between metacognitive knowledge (what one knows about cognition) and metacognitive control processes (how one uses that knowledge to regulate cognition). It elaborates on three types of metacognitive awareness: declarative, procedural, and conditional knowledge. Declarative knowledge involves knowing "about" things, procedural knowledge involves knowing "how" to do things, and conditional knowledge involves knowing the "why" and "when" aspects of cognition. The authors argue that individuals construct metacognitive theories to systematize their knowledge and understand and plan their cognitive activities within a formalized framework. The paper is structured into four sections: a review of standard accounts of metacognition, a taxonomy of metacognitive theories, an examination of how individuals construct these theories, and methodological and educational implications.This paper by Gregory Schraw and David Moshman proposes a framework for understanding individuals' theories about their own cognition, known as metacognitive theories. Metacognitive theories are defined as systematic frameworks that explain and direct cognition, metacognitive knowledge, and regulatory skills. The authors distinguish between tacit, informal, and formal metacognitive theories, highlighting critical differences using developmental criteria. They also explore the origin and development of these theories and discuss their implications for educational research and practice. The paper reviews standard accounts of metacognition, distinguishing between metacognitive knowledge (what one knows about cognition) and metacognitive control processes (how one uses that knowledge to regulate cognition). It elaborates on three types of metacognitive awareness: declarative, procedural, and conditional knowledge. Declarative knowledge involves knowing "about" things, procedural knowledge involves knowing "how" to do things, and conditional knowledge involves knowing the "why" and "when" aspects of cognition. The authors argue that individuals construct metacognitive theories to systematize their knowledge and understand and plan their cognitive activities within a formalized framework. The paper is structured into four sections: a review of standard accounts of metacognition, a taxonomy of metacognitive theories, an examination of how individuals construct these theories, and methodological and educational implications.