Searching the Internet is one of the most challenging tasks since it requires a series of decision making. As the density of available information on the Internet increases, it leads to increased complexity of Internet searches. Considering such a sophisticated environment, metacognitive skills are more essential than ever for Internet users, especially for the learners at young ages. The instruments that measure metacognition cannot be used to measure metacognition needed for conducting information searches, evaluation and synthesizing. Hence, there is a need to develop a new instrument that measures the metacognition used by students for searching the Internet for educational purposes. This study aims to (1) determine and extract a set of common dimensions of metacognition among an item pool (2) test and confirm the patterns of metacognition used for Internet search.

This study reports the development of metacognition inventory for Internet search (MIIS). Analysis and results of both exploratory and confirmatory factor analyses are reported. The inventory aims to measure sixth, seventh and eighth grade students’ metacognitive skills experienced during the Internet search. First, 37-item MSIIS was generated based on a framework specific to the Internet search and metacognitive challenges faced during the search process (Quintana, Zhang & Krajcik, 2005).  In developing the inventory, three basic procedures were applied. MSIIS was developed and piloted with 251 7^th and 8^th graders through EFA. 37 items revealed 5-factor solution. However, two factors were combined because of their similarities with respect to metacognitive skills. In that study, 7 items had been removed due to their low loadings and 4 items had been revised due to close loadings. After the revisions, the first version of the scale was administered to 273 7^th graders. Again a 5-factor solution was decided as appropriate through EFA. The loadings and reliability coefficients showed that the scale seems reliable and items fit factors within an acceptable range. On the other hand, because of relative low loadings, it was decided that two of the items should be revised. Finally, to prove the consistency of the constructs, revised MSIIS was distributed to 321 7^th graders. In addition, a 4-week interval test-retest reliability was also administered with 101 6^th graders. The results confirmed the consistent structure of MSIIS. The generated and confirmed factors were found meaningful and the contents of each factor are in line with the used framework (Quintana et al., 2005).

Use of metacognitive skills is essential for a successful search in the Internet (Lazonder & Rouet, 2007; Tu, Shih, & Tsai, 2008). In that respect, MSIIS can help identify the low performing students especially within Internet search context. The scale can be a starting point to decide on the level of Internet search literacy, which seems very crucial to deal with the high density of information in a deep and sophisticated maze. Analysis of MSIIS can also establish certain basis for design of metacognitive training or scaffolding. Those with low scores might need Internet search scaffolding besides metacognitive scaffolding since the constructs of MSIIS combined both dimensions.

Lazonder, A. W. & Rouet, J.-F. (2007). Information problem solving instruction: some cognitive and metacognitive issues. Computers in Human Behavior. 24, 753-765. Quintana, C., Zhang, M. & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist. 40(4), 235-244. Tu, Y.-W., Shih, M., & Tsai, C.-C. (2008). Eighth graders’ Web searching strategies and outcomes: the role of task types, Web experiences and epistemological beliefs. Computers and Education. 51(3), 1142-1153.