Relation between Personality and Metacognitive Regulation in a Sample of University Students from Different Countries in Latin America

This research investigates the relationship between personality factors and metacognition in a sample of undergraduate students from Argentina, Colombia, Costa Rica, Panama, and Uruguay. Recognizing the interdisciplinary nature of cognitive science, the study emphasizes the importance of metacognitive abilities—considered executive functions—on academic performance. The sample consisted of 692 students, aged 20 to 30, from various undergraduate programs. Participants completed the Metacognitive Awareness Inventory (MAI) and the Adjective Checklist for Evaluating Personality (AEP). The analysis used multiple regression to examine the relationship between the five major personality factors and eight metacognitive variables across the five countries. Results indicated significant associations between personality traits and metacognitive components, with conscientiousness and openness to new experiences consistently predicting metacognitive regulation and knowledge. These findings align with previous studies suggesting that personality traits influence metacognitive abilities. The study contributes to the understanding of how individual differences in personality can affect learning processes, highlighting the potential for targeted interventions to enhance metacognitive skills.