Normative Data and Standardization of an International Protocol for the Evaluation of Metacognition in Spanish-Speaking University Students: A Cross-Cultural Analysis

Autor/inn/en	Gutierrez de Blume, Antonio P.; Montoya Londoño, Diana Marcela; Daset, Lilián; Cuadro, Ariel; Molina Delgado, Mauricio; Morán Núñez, Olivia; García de la Cadena, Claudia; Beltrán Navarro, María Beatríz; Arias Trejo, Natalia; Ramirez Balmaceda, Ana; Jiménez Rodríguez, Virginia; Puente Ferreras, Aníbal; Urquijo, Sebastián; Arias, Walter Lizandro; Rivera, Laura Inés; Schulmeyer, Marion; Rivera-Sanchez, Jesus
Titel	Normative Data and Standardization of an International Protocol for the Evaluation of Metacognition in Spanish-Speaking University Students: A Cross-Cultural Analysis
Quelle	In: Metacognition and Learning, 18 (2023) 2, S.495-526 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez de Blume, Antonio P.) ORCID (Montoya Londoño, Diana Marcela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-023-09338-x
Schlagwörter	Metacognition; Spanish Speaking; Cross Cultural Studies; Measures (Individuals); Student Attitudes; Vocabulary; Mathematics Skills; Visual Perception; Spatial Ability; Decision Making; Undergraduate Students; Cultural Influences; Measurement; Task Analysis; Foreign Countries; Spain; Latin America + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural comparison; Kulturvergleich; Messdaten; Schülerverhalten; Wortschatz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Decision-making; Entscheidungsfindung; Cultural influence; Kultureinfluss; Messverfahren; Aufgabenanalyse; Ausland; Spanien; Lateinamerika
Abstract	A deeper understanding of what factors influence metacognition has never become more pressing than in today's digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international protocol to measure metacognition in Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America and Spain, employing both a subjective measure of metacognitive awareness (the Metacognitive Awareness Inventory [MAI]) and various metrics of objective metacognitive monitoring across three domains of learning--vocabulary, probabilities (mathematical reasoning), and paper folding (visual-spatial reasoning). Data were subsequently compared across the various cultures with subjective metacognitive awareness and the raw frequencies of the four mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Results revealed significant differences regarding both macro-level components of subjective metacognitive awareness, knowledge and regulation of cognition. Further, significant and meaningful differences emerged for the raw frequencies of the four mutually exclusive cells as a function of culture, especially for vocabulary, in which differences among cultures emerged for all four cells. Implications for metacognitive research, theory, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01