Students With High Metacognition Are Favourable Towards Individualism When Anxious

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dc.contributor.authorBarrientos, Mauricio S.
dc.contributor.authorValenzuela Ramírez, Pilar
dc.contributor.authorReyes, Gabriel
dc.contributor.authorHojman, Viviana
dc.date.accessioned2023-04-10T21:56:59Z
dc.date.available2023-04-10T21:56:59Z
dc.date.issued2022
dc.description.abstractMetacognitive 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.
dc.description.versionVersión publicada
dc.format.extent9 p.
dc.identifier.citationBarrientos MS, Valenzuela P, Hojman V and Reyes G (2022) Students With High Metacognition Are Favourable Towards Individualism When Anxious. Front. Psychol. 13:910132. doi: 10.3389/fpsyg.2022.910132
dc.identifier.doihttps://doi.org/doi:10.3389/fpsyg.2022.910132
dc.identifier.urihttps://repositorio.udd.cl/handle/11447/7292
dc.language.isoen
dc.subjectMetacognition
dc.subjectProblem-solving
dc.subjectSocial interdependence
dc.subjectAnxiety
dc.subjectVirtual classroom
dc.titleStudents With High Metacognition Are Favourable Towards Individualism When Anxious
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceFrontiers in Psychology

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