Abstract Recent investigations have established the importance of metacognition in the acquisition and application of learning skills in diverse domains of inquiry. Despite the voluminous theoretical and empirical research, there remain some unanswered questions regarding the specific components underlying the construct and whether these components are differentially employed as a function of context. Using a self-report measure developed for this study, we sought answers to these questions among a sample of 126 high school students. Factor analysis of the items revealed six components of metacognition that accounted for 62% of the explained variance. Furthermore, the analysis indicated that the components were interdependent and were used across all types of problem-solving situations. The results, although no more than a first step in the construct-validation process, contribute to a more informed understanding of the nature and function of the metacognition construct in different contexts.