Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad Nacional de Colombia
2021
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| _version_ | 1876473938733694976 |
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| author | Antonio P. Gutierrez de Blume |
| author_facet | Antonio P. Gutierrez de Blume |
| contents | Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine Antonio P. Gutierrez de Blume Diana Marcela Montoya Londoño Psicología self regulation metacognition Domain general domain specific Metacognitive skills such as when and why to apply strategies successfully given task demands (conditional knowledge) and those that assist in regulation like comprehension monitoring are essential for effective learning. However, the debate regarding whether metacognitive skills are domain general or domain specific continues to rage among scholars. Presumably, if metacognitive skills are domain specific, there should be significant differences between domains whereas if they are domain general, there should be no differences across domains. Thus, in the present study we examined the generality/specificity of metacognitive skills (knowledge of cognition: declarative, procedural, and conditional; regulation of cognition: planning, information management, debugging, comprehension monitoring, and evaluation) in a sample of Colombian university students (N = 507) studying education (n = 156), psychology (n = 166), and medicine (n = 185) employing the Spanish version of the Metacognitive Awareness Inventory. Results revealed that there were significant differences in all but two metacognitive skills (procedural knowledge and debugging) across domains, largely supporting the domain specific hypothesis, but also partially supporting the domain general view. Implications and recommendation of the findings for theory, research, and practice are discussed. 2021 artículo científico 0121-5469 https://www.redalyc.org/articulo.oa?id=80483048007 en http://www.redalyc.org/revista.oa?id=804 Revista Colombiana de Psicología application/pdf Universidad Nacional de Colombia Revista Colombiana de Psicología (Colombia) Num.1 Vol.30 |
| format | Artículo científico |
| id | redalyc_80483048007 |
| institution | Redalyc |
| language | en |
| publishDate | 2021 |
| publisher | Universidad Nacional de Colombia |
| spellingShingle | Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine Antonio P. Gutierrez de Blume Psicología self regulation metacognition Domain general domain specific Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine Antonio P. Gutierrez de Blume Diana Marcela Montoya Londoño Psicología self regulation metacognition Domain general domain specific Metacognitive skills such as when and why to apply strategies successfully given task demands (conditional knowledge) and those that assist in regulation like comprehension monitoring are essential for effective learning. However, the debate regarding whether metacognitive skills are domain general or domain specific continues to rage among scholars. Presumably, if metacognitive skills are domain specific, there should be significant differences between domains whereas if they are domain general, there should be no differences across domains. Thus, in the present study we examined the generality/specificity of metacognitive skills (knowledge of cognition: declarative, procedural, and conditional; regulation of cognition: planning, information management, debugging, comprehension monitoring, and evaluation) in a sample of Colombian university students (N = 507) studying education (n = 156), psychology (n = 166), and medicine (n = 185) employing the Spanish version of the Metacognitive Awareness Inventory. Results revealed that there were significant differences in all but two metacognitive skills (procedural knowledge and debugging) across domains, largely supporting the domain specific hypothesis, but also partially supporting the domain general view. Implications and recommendation of the findings for theory, research, and practice are discussed. 2021 artículo científico 0121-5469 https://www.redalyc.org/articulo.oa?id=80483048007 en http://www.redalyc.org/revista.oa?id=804 Revista Colombiana de Psicología application/pdf Universidad Nacional de Colombia Revista Colombiana de Psicología (Colombia) Num.1 Vol.30 |
| title | Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine |
| topic | Psicología self regulation metacognition Domain general domain specific |
| url | https://www.redalyc.org/articulo.oa?id=80483048007 |