Exploring the role of the facets of metacognition in the learning process of undergraduate students

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dc.contributor.advisorReyes Muñoz, Gabriel
dc.contributor.authorBarrientos Álvarez, Mauricio Sebastián
dc.coverage.spatialSantiago
dc.date.accessioned2024-04-23T17:57:30Z
dc.date.available2024-04-23T17:57:30Z
dc.date.issued2024
dc.descriptionThesis presented to the Faculty of Psychology of the Universidad del Desarrollo to opt for the academic degree of Doctor in Developmental Science and Psychopathology
dc.description.abstractMetacognition is the human capacity to monitor and control our own psychological activity. This capacity is fundamental for several processes that involve the individual being aware of this activity, e.g., learning. Building on a substantial body of theory, metacognition is recognized as one of the main components of learning and a key predictor of academic performance. Despite its acknowledged significance, the literature in the area has yet to explore the specific aspects of metacognition that explain all these relationships. Metacognition is not a unidimensional construct but rather a construct with three facets: knowledge about our own cognitive processes (metacognitive knowledge, MK), real-time monitoring and reflection on these processes (metacognitive experiences, ME), and the regulatory strategies we use to control them (metacognitive skills, MS). In light of empirical evidence highlighting the differences between these facets and their differential role over other processes, the relevance of investigating the individual and collective roles of the facets of metacognition in the learning process becomes apparent. To address this gap, we conducted two original studies. Our first study explores how MK, ME, and MS influence associative learning and academic performance in a sample of undergraduate students. The results show that, while academic performance is related to all facets, associative learning only depends on the quality of the individual's ME. A mediated effect of MK on learning through ME and a moderating effect of the use of MS on the relationship between ME and learning are also observed. Our second study investigates the impact of MK and ME on problem-solving skills within a collaborative context. While the results did not corroborate the main objective of the study, valuable insights were gained regarding the influence of ME on the use of collaborative strategies in the classroom. In summary, our studies affirm the idea that the facets of metacognition play different roles in the learning process and offer valuable information into their relationships within educational contexts.
dc.format.extent125 p.
dc.identifier.doihttp://doi.org/10.52611/11447/8671
dc.identifier.urihttps://hdl.handle.net/11447/8671
dc.language.isoen
dc.publisherUniversidad del Desarrollo. Facultad de Psicología
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subject080038S
dc.subjectMetacognition
dc.subjectMetacognición
dc.subjectAprendizaje asociativo
dc.subjectRendimiento académico
dc.titleExploring the role of the facets of metacognition in the learning process of undergraduate students
dc.typeThesis
dcterms.accessRightsAcceso abierto

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