Show simple item record

dc.creatorGutierrez de Blume, Antonio P.
dc.creatorMontoya Londoño, Diana Marcela
dc.creatorDaset, Lilián
dc.creatorCuadro, Ariel
dc.creatorMolina Delgado, Mauricio
dc.creatorMorán Núñez, Olivia
dc.creatorGarcía de la Cadena, Claudia
dc.creatorBeltrán Navarro, María Beatríz
dc.creatorArias Trejo, Natalia
dc.creatorRamírez Balmaceda, Ana
dc.creatorJiménez Rodríguez, Virginia
dc.creatorPuente Ferreras, Aníbal
dc.creatorUrquijo, Sebastián
dc.creatorLizandro Arias, Walter
dc.creatorRivera, Laura Inés
dc.creatorSchulmeyer, Marion
dc.creatorRivera Sánchez, Jesús
dc.date.accessioned2023-04-12T15:11:35Z
dc.date.available2023-04-12T15:11:35Z
dc.date.issued2023
dc.identifier.citationhttps://link.springer.com/article/10.1007/s11409-023-09338-xes_ES
dc.identifier.issn1556-1631
dc.identifier.issn1556-1623
dc.identifier.urihttps://hdl.handle.net/10669/88487
dc.description.abstractA deeper understanding of what factors influence metacognition has never become more pressing than in today’s digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international protocol to measure metacognition in Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America and Spain, employing both a subjective measure of metacognitive awareness (the Metacognitive Awareness Inventory [MAI]) and various metrics of objective metacognitive monitoring across three domains of learning—vocabulary, probabilities (mathematical reasoning), and paper folding (visual-spatial reasoning). Data were subsequently compared across the various cultures with subjective metacognitive awareness and the raw frequencies of the four mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Results revealed significant differences regarding both macro-level components of subjective metacognitive awareness, knowledge and regulation of cognition. Further, significant and meaningful differences emerged for the raw frequencies of the four mutually exclusive cells as a function of culture, especially for vocabulary, in which differences among cultures emerged for all four cells. Implications for metacognitive research, theory, and practice are discussed.es_ES
dc.language.isoenges_ES
dc.rightsacceso embargado
dc.sourceMetacognition and Learninges_ES
dc.subjectUNIVERSITY STUDENTSes_ES
dc.subjectSTANDARDIZATIONes_ES
dc.subjectEVALUATIONes_ES
dc.titleNormative data and standardization of an international protocol for the evaluation of metacognition in Spanish‑speaking university students: A cross‑cultural analysises_ES
dc.typeartículo originales_ES
dc.identifier.doi10.1007/s11409-023-09338-x
dc.description.procedenceUCR::Vicerrectoría de Docencia::Artes y Letras::Facultad de Letras::Escuela de Filosofíaes_ES


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record