Evaluación de la metacognición sobre el estudio en estudiantes de psicología

La presente investigacion evaluo la metacognicion sobre el estudio en estudiantes de Psicologia de la Universidad de Buenos Aires y su asociacion con el rendimiento academico. Ademas, se investigaron diferencias en la metacognicion segun la edad. Se realizo un estudio no experimental, descriptivo-correlacional y transversal. Los participantes fueron 197 estudiantes universitarios (80% mujeres y 20% hombres) entre 18 y 48 anos (M = 23.82, SD = 6.14), seleccionados mediante un muestreo de conveniencia. Se administraron el Inventario de Reflexiones sobre el estudio universitario y una encuesta sociodemografica y datos academicos. Se encontro que los estudiantes presentaron un valor promedio de metacognicion en el estudio de 118.68 con una desviacion de 14.30, con un puntaje maximo de 160, distinguiendo tres puntajes parciales segun el tipo de conocimiento metacognitivo, a saber, en la percepcion de uno mismo (M = 39.05, SD = 5.45, puntaje maximo de 50), acciones especificas (M = 44.35, SD = 6.57, puntaje maximo de 60) y autocontrol en el estudio (M = 35.28, SD = 5.83, puntaje maximo de 50). El analisis de los datos revelo la existencia de diferencias significativas segun la edad en el nivel de metacognicion. No se encontro asociacion con el rendimiento academico. Se espera que la informacion reportada en esta investigacion sea de utilidad a docentes, psicologos, y demas profesionales del ambito educativo, en pos del desarrollo de estrategias educativas que potencien los aprendizajes y mejoren el rendimiento academico. Abstract The present investigation evaluated the metacognition on the study in Psychology students of the University of Buenos Aires, and its association with the academic performance. Additionally, differences in metacognition were investigated according to age. A non-experimental, descriptive-correlational, and cross-sectional study was carried out. Participants were 197 university students (80% women and 20% men) between 18 and 48 years of age (M = 23.82, SD = 6.14), selected by a convenience sampling. The Inventory of Reflections on the University Study and a sociodemographic survey and academic data were administered. It was found that the students presented an average value of metacognition on the study of 118.68 with a deviation of 14.30, with a maximum score of 160, distinguishing three partial scores according to the type of metacognitive knowledge, namely, on the perception of oneself (M = 39.05, SD = 5.45, maximum score of 50), specific actions (M = 44.35, SD = 6.57, maximum score of 60), and self-monitoring in the study (M = 35.28, SD = 5.83, maximum score of 50). The analysis of the data revealed the existence of significant differences according to age in the level of metacognition. No association was found with academic performance. The information reported in this research is expected to be useful to teachers, psychologists, and other professionals in the educational field, in pursuit of the development of educational strategies that enhance learning and improve academic performance. Keywords: metacognition, students, evaluation, psychology.