Los  juicios metacognitivos como tendencia emergente de investigación. : Una revisión conceptual

Adriana Julieth Olaya Torres; Aníbal Puente Ferreras; Diana Marcela Montoya Londoño; Antonio Gutierrez de Blume

doi:10.30854/anf.v30.n54.2023.910

Autores/as

Adriana Julieth Olaya Torres Grupo de investigación Estudios en Educación GESE Universidad de Ibagué - Colombia
Aníbal Puente Ferreras Universidad Complutense de Madrid
Diana Marcela Montoya Londoño Docente Programa de Psicología Universidad de Manizales- Departamento de Estudios educativos- Universidad de Caldas, Manizales - Colombia
Antonio Gutierrez de Blume Georgia Southern University https://orcid.org/0000-0001-6809-1728

DOI:

https://doi.org/10.30854/anf.v30.n54.2023.910

Palabras clave:

juicios metacognitivos, calibración, precisión, nivel de confianza, monitoreo metacognitivo

Resumen

Objetivo: en el presente artículo se tuvo como objetivo realizar una revisión conceptual del constructo ‘juicio metacognitivo’. Metodología: para la revisión temática de la literatura producida por algunos de los autores más relevantes del campo se consideraron 55 fuentes documentales que fueron analizadas mediante las siguientes etapas: introducción, reflexión y establecimiento de conclusiones. Resultados: se establece que los juicios metacognitivos son entendidos como el constructo que agrupa el conjunto de creencias que tienen los estudiantes acerca de lo que saben, y no saben; y también, respecto a cómo controlan y regulan su aprendizaje. Conclusión: el estudio de los juicios metacognitivos se presenta como una alternativa para favorecer el proceso de autorregulación del aprendizaje de los estudiantes a fin de que puedan ser progresivamente más precisos en la calibración de su desempeño.

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