Metacognición y música: una revisión del ámbito de aplicación

• José Fernando Fernandéz-Company ^[1] ; María García Rodríguez ^[1] ; Virginia Jiménez ^[2]
  1. [1] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
  2. [2] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 5, Nº 66, 2022 (Ejemplar dedicado a: Avances en Medición en Psicología), págs. 157-172
• Idioma: español
• DOI: 10.21865/RIDEP66.5.12
• Títulos paralelos:
  • Metacognition and music: a scoping review
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Aunque muchas personas cursan estudios de música en conservatorios españoles, solo una de cada diez logra concluirlos. El objetivo de esta revisión es conocer la eficacia del uso de estrategias metacognitivas en la mejora del aprendizaje y motivación del alumnado en este campo y si ello influye en el abandono de los estudios. Se realizó una búsqueda estratégica consultando las siguientes bases de datos científicas: PubMed, Web of Science, Wiley Online Library, ERIC y Springer. Se seleccionaron 13 trabajos entre un conjunto de 420 fuentes identificadas, con un total de 327 participantes con edades comprendidas entre los 8 y 60 años. Se presupone que, mediante la enseñanza deliberada de estrategias metacognitivas, se consigue mejorar el aprendizaje significativo, incrementando el bienestar, autonomía y motivación del alumnado de música evitando, de este modo, el elevado abandono de sus estudios. Se discuten los resultados, exponen limitaciones e incluyen propuestas para futuras investigaciones.

  • English

    Although many people pursue formal music studies in Spanish conservatories, only one in ten manages to complete them. The aim of this review is to know the effectiveness of the use of metacognitive strategies in the improvement of learning and motivation of students in this field and if this influences the abandonment of the studies. A strategic search was carried out by consulting the following scientific database: PubMed, Web of Science, Wiley Online Library, ERIC, and Springer. Thirteen papers were selected from a set of 420 identified sources, with a total of 327 participants aged between 8 and 60 years. It is assumed that, through the deliberate teaching of metacognitive strategies, it is possible to improve meaningful learning, increasing the well-being, autonomy, and motivation of music students, thus avoiding high dropout rates. The results are discussed, limitations are exposed and proposals for future research are included.

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