Relación entre factores de personalidad y el conocimiento y la regulación metacognitiva en una muestra de estudiantes universitarios de diferentes países de habla hispana
DOI:
https://doi.org/10.22235/cp.v19i1.4122Palabras clave:
Aprendizaje, metacognición, personalidad, estudiantes universitarios, estudios transculturalesResumen
Esta investigación examina la relación entre los factores de personalidad y la metacognición en una muestra de estudiantes de pregrado de Argentina, Colombia, Costa Rica, Panamá y Uruguay. A partir de la naturaleza interdisciplinaria de la ciencia cognitiva, el estudio enfatiza la importancia de las habilidades metacognitivas, consideradas como funciones ejecutivas fundamentales en el desempeño académico. La muestra se conformó por 692 estudiantes, de 20 a 30 años, de diversos programas de pregrado. Los participantes completaron el Inventario de conciencia metacognitiva (MAI) y el Listado de adjetivos para evaluar la personalidad (AEP). En el análisis se utilizó regresión múltiple para examinar la relación entre los cinco grandes factores de personalidad y ocho variables metacognitivas en los cinco países. Los resultados indicaron asociaciones significativas entre los factores de personalidad y los componentes metacognitivos, con la escrupulosidad y la apertura prediciendo consistentemente la regulación y el conocimiento metacognitivo. Estos hallazgos se alinean con estudios previos que sugieren que los factores de personalidad influyen en las habilidades metacognitivas. El estudio contribuye a la comprensión de cómo las diferencias individuales en la personalidad pueden afectar los procesos de aprendizaje, destacando el potencial de intervenciones dirigidas para mejorar las habilidades metacognitivas.
Descargas
Citas
Abello, D. M., Alonso-Tapia, J., & Panadero, E. (2022). El aula universitaria. La influencia del clima motivacional y el estilo de enseñanza sobre la autorregulación y el desempeño de los estudiantes. Revista Complutense de Educación, 33(3), 399. https://doi.org/10.5209/rced.74455
Agler, L. M. L., Noguchi, K., & Alfsen, L. K. (2021). Personality traits as predictors of reading comprehension and metacomprehension accuracy. Current Psychology, 40(10), 5054-5063.https://doi.org/10.1007/s12144-019-00439-y
Alonso-Tapia, J., & Ruiz-Díaz, M. (2022). Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis. Learning and Individual Differences, 94, 102115. https://doi.org/10.1016/j.lindif.2022.102115
Ardila, A., & Ostrosky-Solís, F. (2008). Desarrollo histórico de las funciones ejecutivas. Revista de Neuropsicología, Neuropsiquiatría y Neurociencias, 8(1), 1-21.
Azevedo, R. (2020). Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition and Learning, 15(2), 91-98. https://doi.org/10.1007/s11409-020-09231-x
Barrick, M. R., & Mount, M. K. (1991). The Big Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1-26. https://doi.org/10.1111/j.1744-6570.1991.tb00688.x
Bibi, R., Ehsan, N., & Mushtaq, R. (2022). Meta-cognitive learning strategy, personality traits and grit among second language learners. Human Nature Journal of Social Sciences, 3(4), 353-364. https://doi.org/10.71016/hnjss/qe6wqv79
Bidjerano, T., & YunDai, D. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences (17), 69-81. https://doi.org/10.1016/j.lindif.2007.02.001
Blair, C., Calkins, S., & Kopp, L. (2010). Self-regulation as the interface of emotional and cognitive development: Implications for education and academic achievement. En R. H. Hoyle (Ed.), Handbook of personality and self-regulation (pp. 64–90). Blackwell Publishing Ltd. https://doi.org/10.1002/9781444318111.ch4
Bol, L., & Hacker, D. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. Journal of Experimental Education, 69(2), 133-151. https://doi.org/10.1080/00220970109600653
Bol, L., Hacker, D., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. The Journal of Experimental Education, 73(4), 269-290. https://doi.org/10.3200/JEXE.73.4.269-290
Britwum, F., Amoah, S. O., Acheampong, H. Y., Sefah, E. A., Djan, E. T., Jill, B. S., & Aidoo, S. (2022). Do extraversion, agreeableness, openness to experience, conscientiousness and neuroticism relate to students academic achievement: the approach of structural equation model and process macro. International Journal of Scientific Management Research, 05(2), 64-79. https://doi.org/10.37502/IJSMR.2022.5205
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. En F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 65-116). Lawrence Erlbaum.
Bryce, D., Whitebread, D., & Szűcs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition and Learning, 10(2), 181-198. https://doi.org/10.1007/s11409-014-9120-4
Buratti, S. (2013). Meta-metacognition: The regulation of confidence realism in episodic and semantic memory. Ineko AB. https://gupea.ub.gu.se/bitstream/handle/2077/32860/gupea_2077_32860_1.pdf?sequence=1
Buratti, S., & Allwood, C. (2012). The accuracy of meta-metacognitive judgments: Regulating the realism of confidence. Cognitive Processing, 13(3), 243-253. https://doi.org/10.1007/s10339-012-0440-5
Buratti, S., Allwood, C. M., & Kleitman, S. (2013). First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive styles. Metacognition and Learning, 8(1), 79-102. https://doi.org/10.1007/s11409-013-9096-5
Bürgler, S., Kleinke, K., & Hennecke, M. (2022). The metacognition in self-control scale (MISCS). Personality and Individual Differences, 199, 111841. https://doi.org/10.1016/j.paid.2022.111841
Campbell, W. K., Goodie, A. S., & Foster, J. D. (2004). Narcissism, confidence, and risk attitude. Journal of Behavioral Decision Making, 17(4), 297-311. https://doi.org/10.1002/bdm.475
Celik, B. (2022). The effect of metacognitive strategies on self-efficacy, motivation and academic achievement of university students. Canadian Journal of Educational and Social Studies, 2(4), 37-55. https://doi.org/10.53103/cjess.v2i4.49
Chang, M., & Brainerd, C. J. (2023). Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model. Metacognition and Learning, 18(1), 183-217. https://doi.org/10.1007/s11409-022-09321-y
Chew, S. L., & Cerbin, W. J. (2020). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17-40. https://doi.org/10.1080/00220485.2020.1845266
Chew, S. L., Halonen, J. S., McCarthy, M. A., Gurung, R. A. R., Beers, M. J., McEntarffer, R., & Landrum, R. E. (2018). Practice what we teach: Improving teaching and learning in psychology. Teaching of Psychology, 45(3), 239-245. https://doi.org/10.1177/0098628318779264
Chiarino, N., Curione, K., & Huertas, J. A. (2024). Classroom motivational climate in Ibero- American secondary and higher education: a systematic review. Ciencias Psicológicas, 18(2), e-3770. https://doi.org/10.22235/cp.v18i 2.3770
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2a ed.). Lawrence Earlbaum & Associates. https://doi.org/10.4324/9780203771587
Costa, P. T., & McCrae, R. R. (1985). NEO Personality Inventory (NEO-PI). Psychological Assessment Resources. https://doi.org/10.1037/t07564-000
Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5-13. https://doi.org/10.1037/1040-3590.4.1.5
Dahl, M., Allwood, C. M., Rennemark, M., & Hagberg, B. (2010). The relation between personality and the realism in confidence judgements in older adults. European Journal of Ageing, 7(4), 283-291. https://doi.org/10.1007/s10433-010-0164-2
De Bruin, A., Kok, E., Lobbestael, J., & De Grip, A. (2017). The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality. Metacognition Learning, 12(1), 21-43. https://doi.org/10.1007/s11409-016-9159-5
Dembo, M. H., & Seli, H. (2004). Students' Resistance to Change in Learning Strategies Courses. Journal of Developmental Education, 27(3), 2-11.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. https://doi.org/10.1007/s10648-008-9083-6
Dörrenbächer, L., & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229-241. https://doi.org/10.1016/j.lindif.2016.09.015
Dumfart, B., & Neubauer, A.C. (2016). Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents. Journal of Individual Differences, 37(1), 8-15. https://doi. org/10.1027/1614-0001/a000182
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: the role of noncognitive factors in shaping school performance: A critical literature review. Consortium on Chicago School Research.
Flavell, J. (1979). Metacognition and cognitive monitoring. A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066x.34.10.906
Flavell, J. (1987). Speculation about nature and development of metacognition. En F. Weinert & R. Kluwe (Eds.), Metacognition, Motivación and Understanding (pp. 21–29). Hillsdale.
Flores-Lázaro, J. C., Ostrosky-Schejet, F., & Lozano-Gutiérrez, A. (2014). BANFE - 2. Batería neuropsicológica de funciones ejecutivas y lóbulos frontales. Manual Moderno.
Follmer, D. J., & Sperling, R. (2016). The mediating role of metacognition in the relationship between executive function and self-regulated learning. British Journal of Educational Psychology, 86(4), 1-17. https://doi.org/10.1111/bjep.12123
Forsberg, A., Blume, C. L., & Cowan, N. (2021). The development of metacognitive accuracy in working memory across childhood. Developmental Psychology, 57(8), 1297-1317. https://doi.org/10.1037/dev0001213
Genise, G., Ungaretti, J., & Etchezahar, E. (2020). El Inventario de los Cinco Grandes Factores de Personalidad en el contexto argentino: puesta a prueba de los factores de orden superior Diversitas: Perspectivas en Psicología, 16(2), 325-340. https://doi.org/10.15332/22563067.6298
Geraci, L., Kurpad, N., Tirso, R., Gray, K. N., & Wang, Y. (2023). Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy. Metacognition and Learning, 18(1), 219-236. https://doi.org/10.1007/s11409-022-09326-7
Goldberg, L. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, (4), 26-42. https://doi.org/10.1037/1040-3590.4.1.26
Goldberg, L. (1993). The structure of phenotypic personality traits. American Psychologist, 48, 26-34. https://doi.org/10.1037/0003-066X.48.1.26
Goldberg, L., Johnson, J., Eber, H., Hogan, R., Ashton, M., Cloninger, R., & Gough, H. (2006). The international personality item pool and the future of public-domain personality measures. Journal of Research in Personality, 40, 84-96. https://doi.org/10.1016/j.jrp.2005.08.007
Gunstone, R., & Mitchell, I. (1998). Metacognition and conceptual change. En J. Mintzes, J. Wandersee, & J. Novak (Eds.), Teaching science for understanding (pp. 133–163). Academic Press.
Gutierrez de Blume, A. P. (2022). Calibrating calibration: A meta-analysis of learning strategy interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology, 114(4), 681-700. https://doi.org/10.1037/edu0000674
Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2020). Relationship between personality factors and metacognition in a sample of students in the last semester of training in baccalaureate degree programs in education in Colombia. Educación y Humanismo, 22(39), 1-20. https://doi.org/10.17081/eduhum.22.39.4048
Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Validation and examination of the factor structure of the Metacognitive Awareness Inventory (MAI) in Colombian university students. Psicogente, 24(46), 1-28. https://doi.org/10.17081/psico.24.46.4881
Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2022). Exploring the relation between executive functions (EFs) and metacognition: Do EFs predict metacognition? Praxis & Saber, 13(33), e12500. https://doi.org/10.19053/22160159.v13.n33.2022.12500
Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2023). Exploring the relation between metacognition, gender, and personality in Latin-American university students. Psykhe, 32(2), 1-21. https://doi.org/10.7764/psykhe.2021.30793
Gutierrez de Blume, A. P., Montoya Londoño, D. M., Daset, L., Cuadro, A., Molina Delgado, M., Morán Núñez, O., García de la Cadena, C., Beltrán Navarro, M. B., Arias Trejo, N., Ramirez Balmaceda, A., Jiménez Rodríguez, V., Puente Ferreras, A., Urquijo, S., Arias, W. L., Rivera, L. I., Schulmeyer, M., & Rivera-Sanchez, J. (2023). Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis. Metacognition and Learning, 18(2), 495-526. https://doi.org/10.1007/s11409-023-09338-x
Gutierrez de Blume, A. P., Montoya Londoño, D. M., Jiménez Rodríguez, V., Morán Núñez, O., Cuadro, A., Daset, L., Molina Delgado, M., García de la Cadena, C., Beltrán Navarro, M. B., Puente Ferreras, A., Urquijo, S., & Arias, W. L. (2024). Psychometric properties of the metacognitive awareness inventory (mai): Standardization to an international spanish with 12 countries. Metacognition and Learning. Advance online publication. https://doi.org/10.1007/s11409-024-09388-9
Gutierrez de Blume, A. P., Montoya-Londoño, D. M., Landínez-Martínez, D., & Toro-Zuluaga, N. A. (2022). Las variables sociales y la conciencia meta-cognitiva de los jóvenes adultos colombianos. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(3), 700-731.https://doi.org/10.11600/rlcsnj.20.3.5379
Gutierrez, A. (2012). Enhancing the calibration accuracy of adult learners: A multifaceted intervention. University Libraries -University of Nevada- Las Vegas. https://digitalscholarship.unlv.edu/thesesdissertations/1568/
Gutierrez, A. P., & Schraw, G. (2015). Effects of strategy training and incentives on students’ performance, confidence, and calibration. Journal of Experimental Education, 83(3), 386-404. https://doi.org/10.1080/00220973.2014.907230
Hacker, D., & Bol, L. (2004). Metacognitive theory: Considering the social-cognitive influences. En D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (pp. 275-297). Information Age Press.
Hacker, D., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160-170. https://doi.org/10.1037/0022-0663.92.1.160
Händel, M., de Bruin, A. B. H., & Markus Dresel, M. (2020). Individual differences in local and global metacognitive judgments. Metacognition and Learning, 15(1), 51-75. https://doi.org/10.1007/s11409-020-09220-0
Irak, M. (2024). Effects of personality traits and mood induction on metamemory judgments and metacognitive beliefs. The Journal of General Psychology, 1-32. https://doi.org/10.1080/00221309.2024.2404396
Jacobs, J. E., & Paris, S. G. (1987). Children’s Metacognition about Reading: Issues in Definition, Measurement, and Instruction. Educational Psychologist, 22, 225-278. https://doi.org/10.1080/00461520.1987.9653052
Jiménez R., V., & Puente F., A. (2014). Modelo de estrategias metacognitivas. Revista de Investigación Universitaria, 3(1), 11-16.
Kelemen, W. L., Winningham, R. G., & Weaver, C. A. III. (2007). Repeated testing sessions and scholastic aptitude in college students' metacognitive accuracy. European Journal of Cognitive Psychology, 19(4-5), 689-717. https://doi.org/10.1080/09541440701326170
Kelly, D., & Donaldson, D. (2016). Investigating the complexities of academic success: Personality constrains the effects of metacognition. Psychology of Education Review, 40(2), 17-24.
Kleitman, S. (2008). Metacognition in the rationality debate. Self-confidence and its calibration. VDM Verlag Dr. Mueller.
Kleitman, S., & Stankov, L. (2001). Ecological and person-oriented aspects of metacognitive processes in test-taking. Applied Cognitive Psychology, 15(3), 321-341. https://doi.org/10.1002/acp.705
Kleitman, S., & Stankov, L. (2007). Self-confidence and metacognitive processes. Learning and Individual Differences, 17(2), 161-173. https://doi.org/10.1016/j.lindif.2007.03.004
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. https://doi.org/10.1037/0022-3514.77.6.1121
Ledesma, R., Sánchez, R., & Díaz-Lázaro, C. (2011). Adjective checklist to assess the Big Five personality factors in the Argentine population. Journal of Personality Assessment, 93(1), 46-55. https://doi.org/10.1080/00223891.2010.513708
Lingjaerde, O., Regine Foreland, A., & Engvik, H. (2001). Personality structure in patients with winter depression, assessed in a depression –free state according to the five– factor model of personality. Journal of Affective Disorders, 62(3), 165-174.
Lyons, K. E., & Zelazo, P. D. (2011). Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation. En B. B. Janette (Ed.), Advances in child development and behavior (Vol. 40, pp. 379-412). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-386491-8.00010-4
Miller, T. M., & Geraci, L. (2011). Training metacognition in the classroom: The influence of incentives and feedback on exam predictions. Metacognition and Learning, 6(3), 303-314. https://doi.org/10.1007/s11409-011-9083-7
Ministerio de Educación Pública de Costa Rica. (2023). Ruta de la Educación 2022- 2023. Lineamientos técnicos de evaluación para el aprendizaje, 2023. Gobierno de Costa Rica. https://ddc.mep.go.cr/sites/all/files/ddc_mep_go_cr/adjuntos/lineamientos_tecnicos_evaluacion_v1.pdf
Mirels, H. L., Greblo, P., & Dean, J. B. (2002). Judgmental self-doubt: Beliefs about one’s judgmental prowess. Personality and Individual Differences, 33(5), 741-758. https://doi.org/10.1016/S0191-8869(01)00189-1
Montoya, D. M., Tamayo, O. E., Orrego, M., & Dussan, C (2024). Monitoreo metacognitivo en el aula: Calibración y juicios metacognitivos en el aprendizaje. Universidad de Caldas.
Morosanova, V. I., Bondarenko, I. N., & Fomina, T. G. (2022). Conscious self-regulation, motivational factors, and personality traits as predictors of students’ academic performance: a linear empirical model. Psychology in Russia, 15(4), 170. https://doi.org/10.11621/pir.2022.0411
Moshman, D. (2017). Metacognitive theories revisited. Educational Psychology Review, 30(2), 599-606. https://doi.org/10.1007/s10648-017-9413-7
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Metacognition and Learning, 1, 159-179. https://doi.org/10.1007/s10409-006-9595-6
Nietfeld, J. L., Cao, L., Osborne, J. W., & Osbourne, J. W. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education, 74(1), 7-28. https://doi.org/10.2307/20157410
Nietfeld, J., & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. Journal of Educational Research, 95(3), 131-142. https://doi.org/10.1080/00220670209596583
Nobutoshi, M. (2023). Metacognition and reflective teaching: a synergistic approach to fostering critical thinking skills. Research and Advances in Education, 2(9), 1-14. https://doi.org/10.56397/rae.2023.09.01
O’Connor, M.C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971-990. https://doi.org/10.1016/j. paid.2007.03.017
Öz, H. (2016). The importance of personality traits in students' perceptions of metacognitive awareness. Procedia - Social and Behavioral Sciences 232, 655-667. https://doi.org/10.1016/j.sbspro.2016.10.090
Özçakmak, H., Köroglu, M., Korkmaz, C., & Bolat, Y. (2021). The effect of metacognitive awareness on academic success. African Educational Research Journal, 9(2), 434-448. https://doi.org/10.30918/AERJ.92.21.020
Ozturk, N. (2020). An analysis of teachers’ metacognition and personality. Psychology and Education, 57(1), 40-44.
Ozturk, N. (2021). The Relation of metacognition, personality, and foreign language performance. International Journal of Psychology and Educational Studies, 8(3), 103-115. https://doi.org/10.52380/ijpes.2021.8.3.329
Pallier, G., Wilkinson, R., Danthiir, V., Kleitman, S., Knezevic, G., Stankov, L., & Roberts, R. (2002). The role of individual differences in the accuracy of confidence judgments. Journal of General Psychology, 129(3), 257-299. https://doi.org/10.1080/00221300209602099
Pesout, O., & Nietfeld, J. (2020). The impact of cooperation and competition on metacognitive monitoring in classroom context. The Journal of Experimental Education, 89(2), 237-258. https://doi.org/10.1080/00220973.2020.1751577
Ronningstam, E. (2005). Identifying and understanding the narcissistic personality. University Press.
Šafranj, J., Gojkov-Rajić, A., & Katić, M. (2021). Personality traits and students employment of metacognitive strategies in foreign language learning and achievement. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 23(2), 511-543. https://doi.org/10.15516/cje.v23i2.3213
Sánchez, R., & Ledesma, R. (2007). Los cinco grandes factores: cómo entender la personalidad y cómo evaluarla. En A. Monjeau (Ed.), Conocimiento para la transformación (Serie Investigación y Desarrollo, pp. 131-160). Ediciones Universidad Atlántida Argentina.
Sánchez, R., & Ledesma, R. (2013). Listado de adjetivos para evaluar la personalidad: Propiedades psicométricas y normas para una población argentina. Revista Argentina de Clínica Psicológica, 22(2), 147-160.
Sapancı, A., & Güler, A. (2021). The mediating role of metacognitive processes in the relationship between personality traits and academic achievement of university students. Sakarya University Journal of Education, 11(3), 501-525. https://doi.org/10.19126/suje.974304
Sawyer, R. K. (2019). The creative classroom: Innovative teaching for 21st-century learners. Teachers College Press.
Sawyer, R. K. (2022). An introduction to the learning sciences. En R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3a ed., pp. 1-24). Cambridge University Press.
Schaefer, P. S., Williams, C. C., Goodie, A. S., & Campbell, W. K. (2004). Overconfidence and the Big Five. Journal of Research in Personality, 38(5), 473-480. https://doi.org/10.1016/j.jrp.2003.09.010
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporany Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
Schraw, G., Kuch, F., Gutierrez, A. P., & Richmond, A. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106, 1192-1202. https://doi.org/10.1037/a0036653
Silver, N., Kaplan, M., LaVaque-Manty, D., & Meizlish, D. (Eds.) (2023). Using reflection and metacognition to improve student learning: Across the disciplines, across the academy. Taylor & Francis.
Soleimani, N., Nagahi, M., Nagahisarchoghaei, M., & Jaradat, R. (2018). The relationship between personality types and the cognitive-metacognitive strategies. Journal of Studies in Education, 8(2), 29-44. https://doi.org/10.5296/jse.v8i2.12767
Stankov, L. (2000). Complexity, metacognition, and fluid intelligence. Intelligence, 28(2), 121-143. https://doi.org/10.4135/9781412963848.n110
Stankov, L., & Crawford, J. (1996). Confidence judgments in studies of individual differences. Personality and Individual Differences, 21(6), 971-986. https://doi.org/10.1016/S0191-8869(96)00130-4
Stankov, L., & Crawford, J. (1997). Self-confidence and performance on tests of cognitive abilities. Intelligence, 25(2), 93-109. https://doi.org/10.1016/S0160-2896(97)90047-7
Stankov, L., Morony, S., & Lee, Y. P. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology, 34(1), 9-28. https://doi.org/10.1080/01443410.2013.814194
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), 20-27. https://doi.org/10.1187/cbe.20-12-0289
Swanson, H. J., Ojutiku, A., & Dewsbury, B. (2024). The Impacts of an academic intervention based in metacognition on academic performance. Teaching & Learning Inquiry, 12. https://doi.org/10.20343/teachlearninqu.12.12
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7a ed.). Pearson. https://www.pearson.com/us/higher-education/program/Tabachnick-Using-Multivariate-Statistics-7th-Edition/PGM2458367.html
Thiede, K. W., Oswalt, S., Brendefur, J. L., Carney, M. B., & Osguthorpe, R. D. (2019). Teachers' judgments of student learning of mathematics. En J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of cognition and education (pp. 678–695). Cambridge University Press. https://doi.org/10.1017/9781108235631.027
Tobias, S., & Everson, H. (2009). The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education. En D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.): Handbook of Metacognition in Education (pp. 107–228). Routledge.
Topping, K. J. (2024). Improving thinking about thinking in the classroom: What works for enhancing metacognition. Taylor & Francis.
Veenman, M. V. (2015). Metacognition. En P. Afflerbach (Ed.), Handbook of Individual Differences in Reading. Reader, Text, and Context (pp. 26-40). Routledge.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14. https://doi.org/10.1007/s11409- 006-6893-0
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30-43. https://doi.org/10.1080/00220671.1990.10885988
Want, J., & Kleitman, S. (2006). Imposter phenomenon and self-handicapping: Links with parenting styles and self-confidence. Personality and Individual Differences, 40(5), 961-971. https://doi.org/10.1016/j.paid.2005.10.005
Weaver, C. A. (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(2), 214-222. https://doi.org/10.1037/0278-7393.16.2.214
Wolfe, R. N., & Grosch, J. W. (1990). Personality correlates of confidence in one’s decisions. Journal of Personality, 58(3), 515-534. https://doi.org/10.1111/j.1467-6494.1990.tb00241.x
Wongdaeng, M. (2022). Evaluation of metacognitive and self-regulatory programmes for learning, pedagogy and policy in tertiary EFL contexts [Tesis doctoral inédita]. Durham University.
Yang, C., Zhao, W., Yuan, B., Luo, L., & Shanks, D. R. (2023). Mind the gap between comprehension and metacomprehension: Meta-analysis of metacomprehension accuracy and intervention effectiveness. Review of Educational Research, 93(2), 143-194. https://doi.org/10.3102/00346543221094083
Zapata-Zapata, A., Vesga Bravo, G. J., Puente Ferreras, A., & Alvarado Izquierdo, J. M. (2024). Juicios metacognitivos en los procesos de aprendizaje en la educación superior: una revisión sistemática 2018-2023. Revista Latinoamericana de Psicología, 56(15), 147-155. https://doi.org/10.14349/rlp.2024.v56.15
Zimmerman, B., & Moylan, A. (2009). Self -regulation: where metacognition and motivation intersect. En D. J. Hacker, J. Dunlosky & A. Grasser (Eds.), Handbook of Metacognition in Education (pp. 239-315). Routledge.
Zohar, A., & Dori, Y. (2012). Metacognition in Science education. Trends in current research. Springer.
Zsigmond, I., Metallidou, P., Misailidi, P., Iordanou, K., & Papaleontiou-Louca, E. (2025). Metacognitive monitoring in written communication: Improving reflective practice. Education Sciences, 15(3), 299. https://doi.org/10.3390/educsci15030299
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Ciencias Psicológicas
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
