TY - JOUR
T1 - Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students
T2 - A cross-cultural analysis
AU - Gutierrez de Blume, Antonio P.
AU - Montoya Londoño, Diana Marcela
AU - Daset, Lilián
AU - Cuadro, Ariel
AU - Molina Delgado, Mauricio
AU - Morán Núñez, Olivia
AU - García de la Cadena, Claudia
AU - Beltrán Navarro, María Beatríz
AU - Arias Trejo, Natalia
AU - Ramirez Balmaceda, Ana
AU - Jiménez Rodríguez, Virginia
AU - Puente Ferreras, Aníbal
AU - Urquijo, Sebastián
AU - Arias, Walter Lizandro
AU - Rivera, Laura Inés
AU - Schulmeyer, Marion
AU - Rivera-Sanchez, Jesus
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/8
Y1 - 2023/8
N2 - A deeper understanding of what factors influence metacognition has never become more pressing than in today’s digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international protocol to measure metacognition in Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America and Spain, employing both a subjective measure of metacognitive awareness (the Metacognitive Awareness Inventory [MAI]) and various metrics of objective metacognitive monitoring across three domains of learning—vocabulary, probabilities (mathematical reasoning), and paper folding (visual-spatial reasoning). Data were subsequently compared across the various cultures with subjective metacognitive awareness and the raw frequencies of the four mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Results revealed significant differences regarding both macro-level components of subjective metacognitive awareness, knowledge and regulation of cognition. Further, significant and meaningful differences emerged for the raw frequencies of the four mutually exclusive cells as a function of culture, especially for vocabulary, in which differences among cultures emerged for all four cells. Implications for metacognitive research, theory, and practice are discussed.
AB - A deeper understanding of what factors influence metacognition has never become more pressing than in today’s digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international protocol to measure metacognition in Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America and Spain, employing both a subjective measure of metacognitive awareness (the Metacognitive Awareness Inventory [MAI]) and various metrics of objective metacognitive monitoring across three domains of learning—vocabulary, probabilities (mathematical reasoning), and paper folding (visual-spatial reasoning). Data were subsequently compared across the various cultures with subjective metacognitive awareness and the raw frequencies of the four mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Results revealed significant differences regarding both macro-level components of subjective metacognitive awareness, knowledge and regulation of cognition. Further, significant and meaningful differences emerged for the raw frequencies of the four mutually exclusive cells as a function of culture, especially for vocabulary, in which differences among cultures emerged for all four cells. Implications for metacognitive research, theory, and practice are discussed.
KW - Cross-cultural Differences
KW - Metacognition
KW - Objective metacognitive monitoring
KW - Self-regulated learning
KW - Subjective metacognitive awareness
UR - http://www.scopus.com/inward/record.url?scp=85149464956&partnerID=8YFLogxK
U2 - 10.1007/s11409-023-09338-x
DO - 10.1007/s11409-023-09338-x
M3 - Artículo
AN - SCOPUS:85149464956
SN - 1556-1623
VL - 18
SP - 495
EP - 526
JO - Metacognition and Learning
JF - Metacognition and Learning
IS - 2
ER -