The theoretical construct of metacognition originated from the observation that young children could readily learn a mnemonic strategy to enhance recall of objects, but showed little maintenance of it. To explain these findings, Flavell (1976) developed the construct of metacognition, which contains two aspects: awareness and self-regulation. Awareness refers to knowledge of one’s cognitive strengths and weaknesses, and self-regulation refers to coordinating one’s awareness with appropriate action. Subsequently, Brown (1980) applied the construct of metacognition to reading. She considered metacognitive skills to characterize thinking skills that occur generally in academic learning settings and that include reading and studying.