Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis
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. F...
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| Veröffentlicht in: | Metacognition and learning 2023-08, Vol.18 (2), p.495-526 |
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| creator | 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 |
| description | 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. |
| doi_str_mv | 10.1007/s11409-023-09338-x |
| format | Article |
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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.</description><identifier>ISSN: 1556-1623</identifier><identifier>EISSN: 1556-1631</identifier><identifier>DOI: 10.1007/s11409-023-09338-x</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Cognition & reasoning ; College Students ; Cross Cultural Studies ; Cultural Influences ; Decision Making ; Education ; Foreign Countries ; Learning and Instruction ; Mathematics Skills ; Measurement ; Measures (Individuals) ; Metacognition ; Spanish Speaking ; Spatial Ability ; Student Attitudes ; Task Analysis ; Teaching and Teacher Education ; Undergraduate Students ; University students ; Visual Perception ; Vocabulary</subject><ispartof>Metacognition and learning, 2023-08, Vol.18 (2), p.495-526</ispartof><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-b54869f599b3aac84992cec7a88ef1224212e8f5101e3dcfb97d68ea14fd57e73</citedby><cites>FETCH-LOGICAL-c341t-b54869f599b3aac84992cec7a88ef1224212e8f5101e3dcfb97d68ea14fd57e73</cites><orcidid>0000-0001-6809-1728 ; 0000-0001-8007-0102</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11409-023-09338-x$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11409-023-09338-x$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1386710$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Gutierrez de Blume, Antonio P.</creatorcontrib><creatorcontrib>Montoya Londoño, Diana Marcela</creatorcontrib><creatorcontrib>Daset, Lilián</creatorcontrib><creatorcontrib>Cuadro, Ariel</creatorcontrib><creatorcontrib>Molina Delgado, Mauricio</creatorcontrib><creatorcontrib>Morán Núñez, Olivia</creatorcontrib><creatorcontrib>García de la Cadena, Claudia</creatorcontrib><creatorcontrib>Beltrán Navarro, María Beatríz</creatorcontrib><creatorcontrib>Arias Trejo, Natalia</creatorcontrib><creatorcontrib>Ramirez Balmaceda, Ana</creatorcontrib><creatorcontrib>Jiménez Rodríguez, Virginia</creatorcontrib><creatorcontrib>Puente Ferreras, Aníbal</creatorcontrib><creatorcontrib>Urquijo, Sebastián</creatorcontrib><creatorcontrib>Arias, Walter Lizandro</creatorcontrib><creatorcontrib>Rivera, Laura Inés</creatorcontrib><creatorcontrib>Schulmeyer, Marion</creatorcontrib><creatorcontrib>Rivera-Sanchez, Jesus</creatorcontrib><title>Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis</title><title>Metacognition and learning</title><addtitle>Metacognition Learning</addtitle><description>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
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N
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| ispartof | Metacognition and learning, 2023-08, Vol.18 (2), p.495-526 |
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| subjects | Cognition & reasoning College Students Cross Cultural Studies Cultural Influences Decision Making Education Foreign Countries Learning and Instruction Mathematics Skills Measurement Measures (Individuals) Metacognition Spanish Speaking Spatial Ability Student Attitudes Task Analysis Teaching and Teacher Education Undergraduate Students University students Visual Perception Vocabulary |
| title | Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis |
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