Cómo citar
Efecto de la instrucción de estrategias cognitivas en la precisión del monitoreo metacognitivo de los alumnos universitarios estadounidenses. (2020). Tesis Psicológica, 15(2), 166-183. https://doi.org/10.37511/tesis.v15n2a9
Resumen
Antecedentes: El monitoreo, como componente de regulación de la metacognición, es un aspecto esencial del aprendizaje autorregulado. El monitoreo se reconoce como la capacidad del alumno para comprender con éxito lo que está aprendiendo y, por lo general, implica actividades metacognitivas como preguntas, reflexiones, inferencias y retroalimentación autogenerada. Sin embargo, pocos estudios hasta la fecha han examinado la influencia de la capacitación en estrategias cognitivas para la precisión del monitoreo metacognitivo de los alumnos. Objetivo: La presente investigación exploró el efecto del capacitación en estrategias cognitivas para la precisión del monitoreo metacognitivo de los alumnos universitarios de Estados Unidos (N = 62) después de la intervención, mientras que se controlaba estadísticamente la precisión del monitoreo previo a la intervención, para ello, se empleó un diseño de investigación experimental. Metodología: Los alumnos fueron asignados al azar al grupo de entrenamiento de estrategias (n = 31) o al grupo de control (n = 31). Resultados: Resultados revelaron que los alumnos expuestos a capacitación de estrategias cognitivas demostraron un monitoreo significativamente más preciso que los alumnos que formaron parte del grupo control, incluso después de ajustar la precisión del monitoreo antes de implementar la intervención. Conclusiones: Los profesores de aula pueden emplear la capacitación de estrategias cognitivas específicas en su práctica diaria para mejorar los resultados del aprendizaje entre sus alumnos, y esta capacitación se puede realizar de forma sucinta, obviando así la necesidad de demasiado tiempo adicional.
Referencias
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Bol, L., & Hacker, D. J. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. The Journal of Experimental Education, 69(2), 133-151. doi:10.1080/00220970109600653
Bol, L., Hacker, D. J., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy, and performance. The Journal of Experimental Education, 73(4), 269-290. doi:10.3200/JEXE.73.4.269-290
Brannick, M. T., Miles, D. E., & Kisamore, J. L. (2005). Calibration between student mastery and self-efficacy. Studies in Higher Education, 30(4), 473-483. doi:10.1080/03075070500160244
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245-252. doi:10.1016/j.learninstruc.2012.01.003
de Bruin, A., Dunlosky, J., & Cavalcanti, R. (2017). Monitoring and regulation of learning in medical education: The need for predictive cues. Medical Education, 51(6), 575-584. https://doi.org/10.1111/medu.13267
Dunlosky, J., & Rawson, K. A. (2005). Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes, 40(1), 37–55. doi: https://doi.org/10.1207/s15326950dp4001_2
Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypothesis. Journal of Memory and Language, 52(4), 551-565. doi:10.1016/j.jml.2005.01.011
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277-287. doi: 10.1027/1016-9040.13.4.277
Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologists, 45(4), 203-209. doi:10.1080/00461520.2010.515935
Griffin, T. D., Wiley, J., & Thiede, K. W. (2008). Individual differences, rereading, and self-explanation: Concurrent processes and cue validity as constraints on metacomprehension accuracy. Memory and Cognition, 36(1), 93-103. doi:10.3758/mc.36.1.93
Grimes, P. W. (2002). The overconfident principles of economics students: An examination of metacognitive skill. Journal of Economic Education, 33(1), 15-30. doi:10.1080/00220480209596121
Gutierrez, A. P., & Schraw, G. (2015). Effects of strategy training and incentives on students’ performance, confidence, and calibration. The Journal of Experimental Education, 83, 386-404. doi:10.1080/00220973.2014.907230
Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for distinct accuracy and error factors. Learning and Instruction, 44, 1-10. doi:10.1016/j.learninstruc.2016.02.006
Gutierrez de Blume, A. P. (2017). The effects of strategy training and an extrinsic incentive on fourth- and fifth- grade students’ performance, confidence, and calibration accuracy. Cogent Education, 4, 1-17. doi:10.1080/2331186X.2017.1314652
Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition & Learning, 3, 101-121. doi:10.1007%2Fs11409-008-9021-5
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. (2014). Metodología de la investigación (Sexta edición). Mexico: McGraw Hill.
Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4(2), 161-176. doi:10.1007/s11409-009-9042-8
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. doi:10.1037//0022-3514.77.6.1121
Little, R. J. A., & Rubin, D. B. (1989). The analysis of social science data with missing values. Sociological Methods and Research, 18(2-3), 292-326. doi:10.1177%2F0049124189018002004
McCormick, C. B. (2003). Metacognition and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (pp. 79-102). Hoboken, NJ: John Wiley & Sons.
McNamara, D. S., & Magliano, J. P. (2009). Self-explanation and metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 60-81). Mahwah, NJ: Erlbaum.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 26). New York: Academic Press.
Nietfeld, J. L. & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. Journal of Educational Research, 95, 131-142. doi: 10.1080/00220670209596583
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance and monitoring accuracy. Metacognition and Learning, 1(2), 159-179. doi:10.1007/s10409-006-9595-6
Pressley, M., & Harris, K. R. (2006). Cognitive strategy instruction: from basic research to classroom instruction. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology, 2nd edition, (pp. 265-286). San Diego: Academic Press.
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255. doi:10.1111/j.1467-9280.2006.01693.x
Schaeffer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art.
Psychological Methods, 7(2), 147-177. doi: 10.1037/1082-989X.7.2.147
Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 278-298). Mahwah, NJ: Erlbaum.
Shiu, L. P., & Chen, Q. (2013). Self and external monitoring of reading comprehension. Journal of Educational Psychology, 105(1), 78–88. doi:10.1037/a0029378
Slavin, R. E. (2009). Educational psychology: Theory and practice (9th ed.). Boston, MA: Pearson.
Tiede, H. L., & Leboe, J. P. (2009). Illusions of competence for phonetically, orthographically, and semantically similar word pairs. Canadian Journal of Experimental Psychology, 63(4), 294-302. doi:10.1016/S0361-476X(02)00006-1
Thiede, K. W., Griffin, D., Wiley, J., & Redford, J.S. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 85-106). New York, NY: Routledge/Taylor & Francis Group.
Tobias, S., & Everson, H. T. (2009). The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), The educational psychology series. Handbook of metacognition in education (p. 107-127). New York, NY: Routledge/Taylor & Francis Group.
Walczyk, J. J., & Hall, V. C. (1989). Effects of examples and embedded questions on the accuracy of comprehension self-assessments. Journal of Educational Psychology, 81(3), 435-437. doi:10.1037/0022-0663.81.3.435
Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students' calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27(4), 551-572. doi:10.1016/S0361-476X(02)00006-1
Winne, P., & Marzouk, Z. (2019). Learning strategies and self -regulated learning. In J. Dunlosky y K. A. Rawson (Eds.), The Cambridge handbook cognition and education (pp. 606-715). Cambridge: Cambridge University Press.
Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education. (pp. 259-277). New York, NY: Routledge/Taylor & Francis Group.
Barnett, J. E., & Hixon, J. E. (1997). The effects of grade level and subject on student test score predictions. The Journal of Educational Research, 90, 170-174. doi:10.1080/00220671.1997.10543773
Boekaerts, M., & Rozendaal, J. S. (2010). Using multiple calibration measures in order to capture the complex picture of what affects students’ accuracy of feeling of confidence. Learning and Instruction, 20(5), 372-382. doi:10.1016/j.learninstruc.2009.03.002
Bol, L., & Hacker, D. J. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. The Journal of Experimental Education, 69(2), 133-151. doi:10.1080/00220970109600653
Bol, L., Hacker, D. J., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy, and performance. The Journal of Experimental Education, 73(4), 269-290. doi:10.3200/JEXE.73.4.269-290
Brannick, M. T., Miles, D. E., & Kisamore, J. L. (2005). Calibration between student mastery and self-efficacy. Studies in Higher Education, 30(4), 473-483. doi:10.1080/03075070500160244
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245-252. doi:10.1016/j.learninstruc.2012.01.003
de Bruin, A., Dunlosky, J., & Cavalcanti, R. (2017). Monitoring and regulation of learning in medical education: The need for predictive cues. Medical Education, 51(6), 575-584. https://doi.org/10.1111/medu.13267
Dunlosky, J., & Rawson, K. A. (2005). Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes, 40(1), 37–55. doi: https://doi.org/10.1207/s15326950dp4001_2
Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypothesis. Journal of Memory and Language, 52(4), 551-565. doi:10.1016/j.jml.2005.01.011
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277-287. doi: 10.1027/1016-9040.13.4.277
Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologists, 45(4), 203-209. doi:10.1080/00461520.2010.515935
Griffin, T. D., Wiley, J., & Thiede, K. W. (2008). Individual differences, rereading, and self-explanation: Concurrent processes and cue validity as constraints on metacomprehension accuracy. Memory and Cognition, 36(1), 93-103. doi:10.3758/mc.36.1.93
Grimes, P. W. (2002). The overconfident principles of economics students: An examination of metacognitive skill. Journal of Economic Education, 33(1), 15-30. doi:10.1080/00220480209596121
Gutierrez, A. P., & Schraw, G. (2015). Effects of strategy training and incentives on students’ performance, confidence, and calibration. The Journal of Experimental Education, 83, 386-404. doi:10.1080/00220973.2014.907230
Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for distinct accuracy and error factors. Learning and Instruction, 44, 1-10. doi:10.1016/j.learninstruc.2016.02.006
Gutierrez de Blume, A. P. (2017). The effects of strategy training and an extrinsic incentive on fourth- and fifth- grade students’ performance, confidence, and calibration accuracy. Cogent Education, 4, 1-17. doi:10.1080/2331186X.2017.1314652
Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition & Learning, 3, 101-121. doi:10.1007%2Fs11409-008-9021-5
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. (2014). Metodología de la investigación (Sexta edición). Mexico: McGraw Hill.
Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4(2), 161-176. doi:10.1007/s11409-009-9042-8
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. doi:10.1037//0022-3514.77.6.1121
Little, R. J. A., & Rubin, D. B. (1989). The analysis of social science data with missing values. Sociological Methods and Research, 18(2-3), 292-326. doi:10.1177%2F0049124189018002004
McCormick, C. B. (2003). Metacognition and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (pp. 79-102). Hoboken, NJ: John Wiley & Sons.
McNamara, D. S., & Magliano, J. P. (2009). Self-explanation and metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 60-81). Mahwah, NJ: Erlbaum.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 26). New York: Academic Press.
Nietfeld, J. L. & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. Journal of Educational Research, 95, 131-142. doi: 10.1080/00220670209596583
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance and monitoring accuracy. Metacognition and Learning, 1(2), 159-179. doi:10.1007/s10409-006-9595-6
Pressley, M., & Harris, K. R. (2006). Cognitive strategy instruction: from basic research to classroom instruction. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology, 2nd edition, (pp. 265-286). San Diego: Academic Press.
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255. doi:10.1111/j.1467-9280.2006.01693.x
Schaeffer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art.
Psychological Methods, 7(2), 147-177. doi: 10.1037/1082-989X.7.2.147
Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 278-298). Mahwah, NJ: Erlbaum.
Shiu, L. P., & Chen, Q. (2013). Self and external monitoring of reading comprehension. Journal of Educational Psychology, 105(1), 78–88. doi:10.1037/a0029378
Slavin, R. E. (2009). Educational psychology: Theory and practice (9th ed.). Boston, MA: Pearson.
Tiede, H. L., & Leboe, J. P. (2009). Illusions of competence for phonetically, orthographically, and semantically similar word pairs. Canadian Journal of Experimental Psychology, 63(4), 294-302. doi:10.1016/S0361-476X(02)00006-1
Thiede, K. W., Griffin, D., Wiley, J., & Redford, J.S. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 85-106). New York, NY: Routledge/Taylor & Francis Group.
Tobias, S., & Everson, H. T. (2009). The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), The educational psychology series. Handbook of metacognition in education (p. 107-127). New York, NY: Routledge/Taylor & Francis Group.
Walczyk, J. J., & Hall, V. C. (1989). Effects of examples and embedded questions on the accuracy of comprehension self-assessments. Journal of Educational Psychology, 81(3), 435-437. doi:10.1037/0022-0663.81.3.435
Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students' calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27(4), 551-572. doi:10.1016/S0361-476X(02)00006-1
Winne, P., & Marzouk, Z. (2019). Learning strategies and self -regulated learning. In J. Dunlosky y K. A. Rawson (Eds.), The Cambridge handbook cognition and education (pp. 606-715). Cambridge: Cambridge University Press.
Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education. (pp. 259-277). New York, NY: Routledge/Taylor & Francis Group.
