Estrategias metacognitivas y autoeficacia académica en estudiantes de educación superior
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La metacognición y autoeficacia son fundamentales para el aprendizaje autorregulado, promoviendo una mayor confianza en las capacidades académicas. El objetivo de la investigación fue determinar la relación entre las estrategias metacognitivas, sus dimensiones y la autoeficacia académica de los estudiantes de educación superior en Perú. Fundamentándose en un enfoque cuantitativo, correlacional con diseño no experimental de corte transversal. Se aplicaron, como instrumento, dos cuestionarios para medir las variables de estudio a una muestra conformada por 177 estudiantes. Se comprueba que el 78.5% de los estudiantes son mayores de 25 años, con predominancia femenina. El rendimiento académico previo se asocia significativamente con el uso de estrategias metacognitivas y la autoeficacia. Las dimensiones de autoconocimiento (ρ=0.410), autorregulación (ρ=0.367) y evaluación (ρ=0.388) correlacionan positivamente con la autoeficacia (p=0.000). Sin embargo, la planificación metacognitiva presenta carencias, con el 33.3% en nivel muy bajo. Estos hallazgos sugieren la necesidad de fortalecer la planificación y considerar factores contextuales en intervenciones educativas.
Metacognition and self-efficacy are essential for self-regulated learning, promoting greater confidence in academic abilities. The objective of the research was to determine the relationship between metacognitive strategies, their dimensions and academic self-efficacy of higher education students in Peru. Based on a quantitative, correlational approach with a non-experimental cross-sectional design, two questionnaires were applied as an instrument to measure the study variables to a sample of 177 students. It was found that 78.5% of the students are over 25 years old, with a female predominance. Previous academic performance is significantly associated with the use of metacognitive strategies and self-efficacy. The dimensions of self-knowledge (ρ=0.410), self-regulation (ρ=0.367) and evaluation (ρ=0.388) correlate positively with self-efficacy (p=0.000). However, metacognitive planning is lacking, with 33.3% at a very low level. These findings suggest the need to strengthen planning and consider contextual factors in educational interventions.
Metacognition and self-efficacy are essential for self-regulated learning, promoting greater confidence in academic abilities. The objective of the research was to determine the relationship between metacognitive strategies, their dimensions and academic self-efficacy of higher education students in Peru. Based on a quantitative, correlational approach with a non-experimental cross-sectional design, two questionnaires were applied as an instrument to measure the study variables to a sample of 177 students. It was found that 78.5% of the students are over 25 years old, with a female predominance. Previous academic performance is significantly associated with the use of metacognitive strategies and self-efficacy. The dimensions of self-knowledge (ρ=0.410), self-regulation (ρ=0.367) and evaluation (ρ=0.388) correlate positively with self-efficacy (p=0.000). However, metacognitive planning is lacking, with 33.3% at a very low level. These findings suggest the need to strengthen planning and consider contextual factors in educational interventions.
Description
Vol. 9, No. 39