Links between motivation and metacognition and achievement in cognitive performance among primary school pupils

• Lara Nieto-Márquez, Natalia ^[1] ; Garcia-Sinausia, Sandra ^[1] ; Pérez Nieto, Miguel Ángel ^[1]
  1. [1] Universidad Camilo José Cela

     Universidad Camilo José Cela

     Villanueva de la Cañada, España

     
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 37, Nº. 1 (January - April), 2021, págs. 51-60
• Idioma: varios idiomas
• DOI: 10.6018/analesps.383941
• Títulos paralelos:
  • Relaciones de la motivación con la metacognición y el desempeño en el rendimiento cognitivo en estudiantes de educación primaria
• Enlaces
  • Texto completo
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    Diversas investigaciones destacan la importancia de la motiva-ción en el rendimiento cognitivo y también la importancia de la motivación en la metacognición. El objetivo de esta investigación es indagar en las va-riables motivacionales que influyen en el rendimiento de tareas cognitivas y en la metacognición. La investigación se ha realizado en un colegio público de la Comunidad de Madrid. La muestra de este estudio corresponde a 354 alumnos de educación primaria, entre los 8 y 11 años de edad. Los instru-mentos de medida seleccionados son: el cuestionario de Motivación hacia el Aprendizaje (MAPE-I), para las variables motivacionales; el Junior Meta-cognitive Awareness Inventory (Jr. MAI), para las variables metacognitivas y la batería de pruebas de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), para la evaluación del rendimiento cogniti-vo. Los resultados obtenidos muestran efecto de la motivación de orienta-ción al aprendizaje en relación con el rendimiento cognitivo en las pruebas que implican inhibición, flexibilidad y memoria operativa. También se ob-serva efecto significativo entre la disposición al esfuerzo y la regulación del conocimiento. Igualmente, se analizan las relaciones entre las variables por curso para determinar el efecto de la edad. Se valoran las implicaciones educativas de los resultados.

  • English

    Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 8-11 at a state school in the Community of Madrid (Spain). The following measuring in-struments have been used for studying the variables: Motivación para el Aprendizaje y la Ejecución (MAPE-I) [Motivation for Learning and Execu-tion], a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the bat-tery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Ni-ños (ENFEN) [Neuropsychological Assessment of Executive Functions in Children], for assessing cognitive performance. The results reveal a signifi-cant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the re-sults’ academic implications.

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