Students With High Metacognition Are Favourable Towards Individualism When Anxious

Simple item page
dc.contributor.authorBarrientos, Mauricio S.
dc.contributor.authorValenzuela, Pilar
dc.contributor.authorHojman, Viviana
dc.contributor.authorReyes, Gabriel
dc.date.accessioned2022-11-25T16:55:28Z
dc.date.available2022-11-25T16:55:28Z
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.es
dc.description.versionVersión Publicadaes
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.2022.910132es
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2022.910132es
dc.identifier.urihttp://hdl.handle.net/11447/6756
dc.language.isoenes
dc.subjectMetacognitiones
dc.subjectProblem-solvinges
dc.subjectSocial interdependencees
dc.subjectAnxietyes
dc.subjectVirtual classroomes
dc.titleStudents With High Metacognition Are Favourable Towards Individualism When Anxiouses
dc.typeArticlees
dcterms.sourceFrontiers in Psychologyes

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
fpsyg-13-910132 (3).pdf
Size:
514.26 KB
Format:
Adobe Portable Document Format
Description:
Texto completo
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Artículos Psicología

Implementado por OpenGeek Services