Autopercepción del conocimiento en educación superior

  1. Sáiz Manzanares, María Consuelo
  2. Payo Hernanz, René Jesús
Revue:
Revista iberoamericana de psicología y salud

ISSN: 2171-2069

Année de publication: 2012

Volumen: 3

Número: 2

Pages: 159-174

Type: Article

D'autres publications dans: Revista iberoamericana de psicología y salud

Résumé

The present study aimed at identifying the self-perception about knowledge in university students (pre-post instruction) and analysing the relation between self-perception of knowledge in students and the professor's assessment. The sample was comprised of 102 students of whom 70 were in the 2nd year of the degree of Early Childhood Education -subject Systematic Assessment- and 32 were Audiovisual Communication degree students -Subject Art-. For these goals, a pre-post quasi-experimental design and a descriptive-correlational design were respectively used. As to the first aim, meaningful differences in knowledge pre-post instruction were found, but as to the second one, a few significant correlations were only found between self-knowledge and the professor's assessment in some of the units of the subject of Art, but not in the subject of Systematic Assessment. It is, therefore, necessary to improve the processes of self-perception of knowledge in Higher Education to promote safer and more successful learning.

Références bibliographiques

  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
  • Bernardo, A., Fernández, E., Cerezo, R., Rodríguez, C., y Bernardo, I. (2011). Perfiles de estilos de pensamiento en estudiantes universitarios: Implicaciones para el ajuste al Espacio Europeo de Educación Superior. Revista Iberoamericana de Psicología y Salud, 2, 145-164.
  • Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. En F. E Weinert y H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale NJ: Lawrence Erlbaum Associates.
  • Campbell, D., y Stanley, J. (2005). Diseños experimentales y cuasiexperimentales en la investigación social. Buenos Aires: Amorrotu.
  • Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21, 76-82.
  • Efklides, A. (2011). Interactions of metacognition with motivation and affect in selfregulated learning: The MASRL model. Educational Psychology, 46, 6-25.
  • Efklides, A. (2012). Commentary: How readily can findings from basic cognitive psychology research be applied in the classroom? Learning and Instruction. 22, 290-295.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, 34, 906-911.
  • Kuhn, D. (2000). Theory of mind, metacognition, and reasoning: A life-span perspective. En P. Mitchell y J. Riggs (Eds.), Children´s reasoning and the mind (pp. 301-326). Hove, UK: Psychology Press/Taylor & Francis.
  • Nelson, T. O., y Narens, L. (1990). Metamemory: A theoretical framework and new findings En G. H. Bower (Eds.), The psychology of learning and motivation (Vol. 26, pp. 125-141). New York, NY: Academic Press.
  • Nelson, T. O., y Narens, L. (1994). Why investigate metacognition? En J. Metcalfe y A. P Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.
  • Peña-Suárez, E., Campillo-Álvarez, A., Santarén-Rosell, M., y Muñiz, J. (2012). El papel de los centros escolares en la adquisición de la competencia científica. Revista Iberoamericana de Psicología y Salud, 3, 75-87.
  • Sáiz, M. C. (2000). Entrenamiento metacognitivo en el aula. Un procedimiento curricularmente integrado. En J. N García-Sánchez (Eds.), De la Psicología de la instrucción a las necesidades curriculares (pp. 52-64). Barcelona: Oikos-Tau.
  • Sáiz, M. C., y Alonso, P. (2008). Análisis de tareas como estrategia cognitiva de evaluación En M. C. Sáiz, A. Cantero, J. L. Casillas, y J. Velasco (Eds.). IVEncuentro Nacional de Orientadores: La orientación como recurso educativo y social (pp. 1-15). Burgos: Servicio de Publicaciones de la Universidad de Burgos.
  • Sáiz, M .C., y Román, J. M. (2011). Cuatro formas de evaluación en educación superior gestionadas desde la tutoría. Revista de Psicodidáctica, 16, 145-161.
  • Sáiz, M. C., Montero, E., Bol, A., Carbonero, M. A., y Román, J. M. (2011). Metacognición y aprendizaje: Posibles líneas de intervención educativa en Educación Superior. En J. M. Román, M. A. Carbonero, y J. D Valdivieso Educación, aprendizaje y desarrollo en una sociedad multicultural (pp. 5513- 5528). Valladolid: Asociación de Psicología y Educación.
  • Sáiz, M. C., Montero, E., Bol, A., y Carbonero, M. A. (2012). Un análisis de competencias para aprender a aprender en la universidad. Electronic Journal of Research in Educational Psychology, 10, 253-270. Van der Stel, M., y Veenman, M. V. J. (2010). Development of metacognitive skilfulness: A longitudinal study. Learning and Individual Differences, 20, 220- 224.
  • Veenman, M. V. J. (2006). Metacognitive skills as self-instructions. En D. Whitebread (Ed.), Abstracts of the second bi-annual conference Metacognition SIG 16 (p. 38). Cambridge: University of Cambridge.
  • Veenman, M. V. J. (2011a). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition and Learning, 6, 205-211.
  • Veenman, M. V. J. (2011b). Learning to self-monitor and self-regulate. En R. Mayer y P. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 197- 218). New York, NY: Routledge.
  • Veenman, M. V. J., y Elshout, J. J. (1999). Changes in the relationship between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 14, 509-523.