The unidimensionality and overestimation of metacognitive awareness in children: validating the CATOM

• Autores: Paula C. Ferreira, Ana Margarida Veiga Simão, Adelina Lopes da Silva
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 31, Nº. 3, 2015, págs. 890-900
• Idioma: inglés
• DOI: 10.6018/analesps.31.3.184221
• Títulos paralelos:
  • Unidimensionalidad y sobreestimación de la conciencia metacogni-tiva en niños: Validación del CATOM
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Los niños normalmente tienen dificultades para informar sobre su funcionamiento metacognitivo, hecho que, con frecuencia, les lleva a so-brevalorarse en situaciones de aprendizaje. Por tanto, este estudio pretende comprender cómo los niños (n = 1029) informan sobre su funcionamiento metacognitivo y ofrece una primera aproximación a la medición de la con-ciencia metacognitiva (CM) en niños. Así, tras observar que los resultados de un análisis factorial exploratorio indican que el instrumento de medida presenta una estructura unidimensional, se aplicó la Teoría de Respuesta al Ítem para analizar dicha unidimensionalidad así como las interacciones en-tre los participantes y los ítems. Los resultados indican una buena fiabilidad tanto ítem (.87) como persona (.87), con un alfa de Cronbach .95 para la dimensión CM. Además, los resultados corroboran la tendencia de los ni-ños a sobreestimar su funcionamiento metacognitivo y sugieren que el ins-trumento tiene un alto potencial tanto para la investigación como para la práctica profesional.

  • English

    Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA) can be measured. Essential-ly, this study aims to understand how children (n =1029) report their meta-cognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good person reliability (.87) with good Cronbach's á for MA (.95). These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for re-searchers and practitioners are discussed

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