Relationship between metacognitive skills, gender, and level of schooling in high school students

• Autores: Duván Ferney Merchán Garzón, Adriana Huertas Bustos, José Orlando Ugarte Lizarazo
• Localización: Suma Psicológica, ISSN-e 0121-4381, Vol. 27, Nº. 1, 2020, págs. 9-17
• Idioma: inglés
• DOI: 10.14349/sumapsi.2020.v27.n1.2
• Títulos paralelos:
  • Relación entre las habilidades metacognitivas, el género y el grado en estudiantes de secundaria
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este trabajo de investigación tuvo como objetivo analizar las relaciones entre las habilidades metacognitivas, el género y el grado de escolaridad en estudiantes de secundaria de un colegio privado de la ciudad de Bogotá-Colombia. La muestra fue de 319 estudiantes que cursaron los grados de sexto a undécimo, el instrumento que permitió determinar las habilidades metacognitivas de los estudiantes fue el Inventario de Conciencia Metacognitiva conocido como MAI, éste instrumento presenta dos componentes el conocimiento de la cognición y de la regulación, consta de 52 ítems. Los resultados obtenidos se analizaron por medio de un análisis estadístico ANOVA y un contraste Bonferroni. El primero, permitió concluir que no existen diferencias significativas en las habilidades metacognitivas entre hombres y mujeres. Por otro lado, el segundo análisis estableció diferencias en el desarrollo de las habilidades metacognitivas en los estudiantes de secundaria que favorecían a los aprendices de grado sexto.

  • English

    The objective of this research was to analyse the relationships between metacognitive skills, gender, and level of schooling of high school students from a private school in the city of Bogotá, Colombia. The sample included 319 students from grades 6 to 11. The Metacognitive Awareness Inventory (MAI) was the instrument that allowed determining students’ metacognitive skills. This instrument presents two components: cognition and regulation knowledge; consisting of 52 items. The results obtained were analysed through an ANOVA statistical analysis and a Bonferroni contrast. The first analysis concluded that there are no significant differences in metacognitive skills between men and women. On the other hand, the second analysis established differences in the development of metacognitive skills in high school students, favouring sixth grade novices.

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