Browsing by Author "Barrientos, Mauricio S."
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Item Facets of Metacognition and their Impact on Associative Learning(2025) Barrientos, Mauricio S.; Reyes, Gabriel; Sackur, JérômeMetacognition refers to the monitoring and control of one’s own cognitive processes. The positive impact of metacognition on learning and academic performance has been extensively studied. However, metacognition is not a unitary construct; it is composed of interrelated facets, such as knowledge about one’s cognitive processes and products (metacognitive knowledge), the real-time monitoring of these processes (metacognitive experiences), and the ability to regulate them (metacognitive skills). Few studies have explored how these three components and their interrelations relate to learning. To investigate this issue, we assessed 73 undergraduate students using two self-report questionnaires and two behavioural tasks designed to evaluate facets of metacognition and associative learning. We also collected data on participants' academic performance. The results show that associative learning is primarily related to metacognitive experiences, while academic performance is associated with all facets. Additionally, we found evidence of how the facets of metacognition jointly relate to learning. First, mediation analysis revealed that the impact of metacognitive knowledge on learning is fully mediated by metacognitive experiences. Second, moderation analysis demonstrated that the use of metacognitive skills strengthens the relationship between metacognitive experiences and learning. Our findings underscore the differential roles of metacognition facets in associative learning and academic performance.Item Students With High Metacognition Are Favourable Towards Individualism When Anxious(2022) Barrientos, Mauricio S.; Valenzuela Ramírez, Pilar; Reyes, Gabriel; Hojman, VivianaMetacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one’s own skills and act accordingly, in order to maximise one’s own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.Item Students With High Metacognition Are Favourable Towards Individualism When Anxious(2022) Barrientos, Mauricio S.; Valenzuela, Pilar; Hojman, Viviana; Reyes, GabrielMetacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one’s own skills and act accordingly, in order to maximise one’s own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.