Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis

Antonio P. Gutierrez de Blume, Diana Marcela Montoya Londoño, Lilián Daset, Ariel Cuadro, Mauricio Molina Delgado, Olivia Morán Núñez, Claudia García de la Cadena, María Beatríz Beltrán Navarro, Natalia Arias Trejo, Ana Ramirez Balmaceda, Virginia Jiménez Rodríguez, Aníbal Puente Ferreras, Sebastián Urquijo, Walter Lizandro Arias, Laura Inés Rivera, Marion Schulmeyer, Jesus Rivera-Sanchez

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)

Resumen

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.

Idioma originalInglés
Páginas (desde-hasta)495-526
Número de páginas32
PublicaciónMetacognition and Learning
Volumen18
N.º2
DOI
EstadoPublicada - ago. 2023

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