Regulation of cognition: Validation of a short scale for Portuguese first-year university students

• Bártolo-Ribeiro, Rui ^[2] ; Peixoto, Francisco ^[3] ; Casanova, Joana ^[1] ; Almeida, Leandro ^[1]
  1. [1] Universidade do Minho

     Universidade do Minho

     Braga (São José de São Lázaro), Portugal

     
  2. [2] APPsyCI- Applied Psychology Research Center Capabilities & Inclusion, ISPA – Instituto Universitário
  3. [3] CIE-Research Centre in Education, – ISPA, ISPA – Instituto Universitário

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• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 36, Nº. 2, 2020 (Ejemplar dedicado a: May - September), págs. 313-319
• Idioma: inglés
• DOI: 10.6018/analesps.389361
• Títulos paralelos:
  • Regulación de la cognición: validación de una escala corta para estudiantes universitarios portugueses de primer año.
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La calidad del aprendizaje en la Educación Superior depende, especialmente, de las habilidades de los estudiantes para regular su cognición. Esta regulación requiere habilidades cognitivas y metacognitivas, así como dimensiones motivacionales. Dada su relevancia en el rendimiento académico y el desarrollo de habilidades para el aprendizaje a lo largo de la vida, es importante aumentar la investigación en el campo. Este estudio pretende adaptar y validar una versión abreviada da dimensión Regulación de la Cognición del Metacognitive Awareness Inventory para estudiantes universitarios portugueses de primer año. Se empleó una muestra de 360 estudiantes y se identificó una estructura tridimensional (Planificación, 4 ítems; Estrategias, 7 ítems; y Monitoreo y evaluación, 7 ítems) con un factor de segundo orden (Regulación de la cognición). Los valores de consistencia interna de la escala reducida son aceptables para una escala de autoinforme y las correlaciones con el logro académico al final del primer año de la universidad garantizan su validez predictiva. Esta versión abreviada para medir la regulación de la cognición puede usarse en investigación junto con otros instrumentos en estudios más amplios y puede funcionar como una herramienta de diagnóstico para ayudar a los estudiantes en los desafíos de aprendizaje de la enseñanza superior.

  • English

    The quality of learning in Higher Education is particularly dependent on students' skills in regulating their cognition. This regulation requires cognitive and metacognitive skills as well as motivational dimensions. Due to its relevance in explaining students' academic achievement and developing lifelong learning skills, it´s important to increase research in the area. This study aims to adapt and validate a short version of the Regulation of Cognition of Metacognitive Awareness Inventory to first-year Portuguese university students. A sample of 360 students was considered and was identified a three-dimensional structure (Planning, 4 items; Strategies, 7 items; and Monitoring and evaluation, 7 items) with a second-order factor (Regulation of Cognition). The internal consistency values of the reduced scale are within the acceptable parameters for a self-report scale and the correlations with academic achievement at the end of the first year of the university guarantee the predictive validity of the scale. This short version of regulation of cognition measure allows its use in research with other instruments in larger studies and can function as a diagnostic / screening tool to help students in higher education learning challenges.

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