DOI: 10.17151/rlee.2021.17.1.10
Cómo citar
Montoya Londoño D. M., Orrego Cardozo M., Puente Ferreras A., & Tamayo Alzate Óscar E. (2021). Los juicios metacognitivos como un campo emergente de investigación. Una revisión sistemática (2016-2020). Latinoamericana de Estudios Educativos, 17(1), 188-223. https://doi.org/10.17151/rlee.2021.17.1.10

Autores/as

Diana Marcela Montoya Londoño
Universidad de Caldas
diana.montoya@ucaldas.edu.co
http://orcid.org/0000-0001-8007-0102
Perfil Google Scholar
Mary Orrego Cardozo
Universidad Autónoma de Manizales
mary.orrego@ucaldas.edu.co
http://orcid.org/0000-0002-9416-2355
Perfil Google Scholar
Aníbal Puente Ferreras
Universidad Andrés Bello
anibal.puente@unab.cl
http://orcid.org/0000-0003-3994-0553
Perfil Google Scholar
Óscar Eugenio Tamayo Alzate
Universidad de Caldas
oscar.tamayo@ucaldas.edu.co
http://orcid.org/0000-0002-6080-8496
Perfil Google Scholar

Resumen

Objetivo: establecer las tendencias conceptuales en la investigación sobre juicios metacognitivos en estudiantes universitarios. Método: se desarrolló una búsqueda en las bases de datos Web of Science y Scopus en el período 2016-2020 para artículos publicados en idioma inglés, atendiendo a la metodología de revisión sistemática. Una vez aplicados los criterios de depuración a la base de datos, se procedió a realizar los análisis descriptivos derivados. Resultados: se analizaron 21 artículos que cumplieron con los criterios de inclusión. Se encontraron 6 tendencias conceptuales entre las que se evidenció una importante orientación del campo hacia los estudios de monitoreo metacognitivo, además, de algunas nuevas tendencias que empiezan a emerger como los trabajos en medición de juicios, e igualmente el surgimiento de una tipología asociada con la evaluación formativa, que se ha denominado juicio evaluativo. Conclusión: en la parte final se presentan algunas implicaciones sobre el estado del desarrollo de la investigación. 

Agus, M., Peró-Cebollero, M., Guàrdia-Olmos, J., Portoghese, I., Mascia, M. L., & Penna, M. P. (2020). What’s about the calibration between confidence and accuracy? Findings in probabilistic problems from Italy and Spain. Eurasia Journal of Mathematics, Science and Technology Education, 16 (2). https://doi.org/10.29333/ejmste/113111

Ariel, R., & Karpicke, J. D. (2018). Improving Self-Regulated Learning With a Retrieval Practice Intervention. Journal of Experimental Psychology: Applied, 24 (1), 43-56. https://doi.org/10.1037/xap0000133

Avhustiuk, M. M., Pasichnyk, I. D., Kalamazh, R. V., Mykolaivna, M., Demydovych, I., & Volodymyrivna, R. (2018). The illusion of knowing in metacognitive monitoring: Effects of the type of information and of personal, cognitive, metacognitive, and individual psychological characteristics. Europe’s Journal of Psychology, 14 (2), 317-341. https://doi.org/10.5964/ejop.v14i2.1418

Buratti, S., & Allwood, C. (2015). Regulating metacognitive processes-support for a metametacognitive ability. In Peña-Ayala, A. (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 17-35). New York: Springer.

Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and Learning, 11 (2). https://doi.org/10.1007/s11409-015-9142-6

Camps, D. (2008). Limitaciones de los indicadores bibliométricos en la evaluación de la actividad científica biomédica. Colombia Medica, 39 (1), 74-79. Recuperado de
https://bit.ly/3lvlDHD

Cogliano, M. C., Kardash, C. A. M., & Bernacki, M. L. (2019). The effects of retrieval practice and prior topic knowledge on test performance and confidence judgments. Contemporary Educational Psychology, 56. https://doi.org/10.1016/j.cedpsych.2018.12.001

Cromley, J., & Azevedo, R. (2011). Measuring strategy use in context with multiple-choice items. Metacognition and Learning, 6 (2), 155-177. https://doi.org/10.1007/s11409-011-9070-z

De Bruin, A. B. H., Rikers, R. M. J. P., & Schmidt, H. G. (2005). Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied Cognitive Psychology, 19 (2), 167-181. https://doi.org/10.1002/acp.1109

De Granda- Orive, J., Alonso- Arroyo, A., & Roig-Vásquez, F. (2011). ¿Qué base de datos debemos emplear para nuestros análisis bibliográficos? Web of Science versus
SCOPUS. Arch Bronconeumol, 47 (4), 213-217. https://doi.org/10.1186/1742-5581

De Granda-Orive, J. I. (2003). Algunas reflexiones y consideraciones sobre el factor de impacto. Archivos de Bronconeumología, 39 (9), 409-417.
https://doi.org/10.1157/13050631

Dentakos, S., Saoud, W., Ackerman, R., & Toplak, M. E. (2019). Does domain matter? Monitoring accuracy across domains. Metacognition and Learning, 14 (3), 413-436.
https://doi.org/10.1007/s11409-019-09198-4

Double, K. S., Birney, D. P., & Walker, S. A. (2018). A meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26 (6), 741-750. https://doi.org/10.1080/09658211.2017.1404111

Dunlosky, J., & Lipko, A. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16 (4), 228-232. https://doi.org/10.1111/j.1467-8721.2007.00509.x

Dunlosky, J., & Metcalfe, J. (2009). Metacognition, A Texbook for cognitive, educational, life span, & applied psychology. United States of America: Sage publication, Inc.

Dunlosky, J., Bottiroli, S., & Hartwing, M. (2009). A call for representative desing in education science. In Handbook of Metacognition in Education (pp. 430-440). New York: Routledge.

Dunlosky, J., & Nelson, T. O. (1992). Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect, 20 (4), 374-380.

Dunlosky, J., & Tauber, S. K. (2012). Understanding people’s metacognitive judgments: an isomechanism framework and its implications for applied and theoretical research. In Perfect, T.& Lindsay, S. (Eds.), The SAGE Handbook of applied memory (pp. 1-10). London: Sage Publications inc.

Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding students’ judgments can improve their achievement. Learning and
Instruction, 24, 58-61. https://doi.org/https://doi.org/10.1016/j.learninstruc.2012.05.002

Eflkides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self- regulation and co-regulation. European Psychologist, 13 (4), 277-287. https://doi.org/10.1027/1016-9040.13.4.277

Escalona-Fernández, M. I., Lagar-Barbosa, P., & Pulgarín, A. (2010). Web of Science vs. SCOPUS: un estudio cuantitativo en Ingeniería Química. Anales de Documentación,
13, 159-175. https://doi.org/10.6018/107121

Estany, A. (2013). La filosofía en el marco de las neurociencias. Revista de Neurología, 56 (6), 344-348.

Flavell, J. H. (Stanford U.) (1992). Perspectives on perspective taking. In H. Beilin & P. Pufall (Eds.), Piaget’s Theory: Prospects and possibilities. United States of America.: Erlbaum: Hillsdale.

Fleming, S. M., & Lau, H. C. (2014). How to measure metacognition. Frontiers in Human Neuroscience, 8, 1-9. https://doi.org/10.3389/fnhum.2014.00443

Follmer, D. J., & Sperling, R. A. (2019). Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation. Journal of Experimental Education, 87 (2). https://doi.org/10.1080/00220973.2017.1409184

Frumos, F., & Grecu, S. (2019). Inaccuracy and overconfidence in metacognitive monitoring of university students. Revista de Cercerate Si Interventie Sociala, 66, 298-314.

Glenberg, A., & Epstein, W. (1987). Calibration of comprehension. Memory & Cognition, 15 (1), 84-93. https://doi.org/10.3758/BF03197714

González, M. J. P., Guzmán, M. F., & Chaviano, O. G. (2015). Criterios, clasificaciones y tendencias de los indicadores bibliométricos en la evaluación de la ciencia. Revista Cubana de Información en Ciencias de la Salud, 26 (3), 290-309. https://doi.org/10.1021/jp907259e

Gutierrez, A. P., & Price, A. F. (2017). Calibration Between Undergraduate Students’ Prediction of and Actual Performance: The Role of Gender and Performance Attributions. Journal of Experimental Education, 85 (3), 486-500. https://doi.org/10.1080/00220973.2016.1180278

Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring : Evidence for general accuracy and error factors. Learning and Instruction, 44, 1-10. https://doi.org/10.1016/j.learninstruc.2016.02.006

Hacker, D., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style. Metacognition and Learning, 2, 101-121.

Hacker, D., Bol, L., & Keener, M. (2008). Metacognition in education: A focus on calibration. In Dunlosky, J.& Bjork, R. A. (Eds.), Handbook of metamemory and memory
(pp. 429-455). New York: Psychology press.

Hacker, D., Dunlosky, J., & Graesser, A. (2009). Handbook of Metacognition in Education. (D. Hacker, J. Dunlosky, & A. Graesser, Eds.). New York: Routledge journals, Taylor & Francis ltd. https://doi.org/10.4324/9780203876428

Händel, M., de Bruin, A. B. H., & Dresel, M. (2020). Individual differences in local and global metacognitive judgments. Metacognition and Learning, 15 (1), 51-75.
https://doi.org/10.1007/s11409-020-09220-0

Händel, M., & Fritzsche, E. S. (2016). Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students. Memory and Cognition, 44 (2), 1-13. https://doi.org/10.3758/s13421-015-0552-0

Händel, M., Harder, B., & Dresel, M. (2020). Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated
testing. Learning and Instruction, 65 (November 2018). https://doi.org/10.1016/j.learninstruc.2019.101245

Hart, J. (1965). Memory and the feeling-of-knowing experience. Journal of educational psychology, 56, 208-216.

Hawker, M. J., Dysleski, L., & Rickey, D. (2016). Investigating General Chemistry Students Metacognitive Monitoring of Their Exam Performance by Measuring
Postdiction Accuracies over Time. Journal of Chemical Education, 93 (5), 832-840. https://doi.org/10.1021/acs.jchemed.5b00705

Higgins, J., & Green, S. (2008). Cochrane handbook for sytematic reviews of interventions. United States of America.: Wiley-Blackwell.

Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science, 48 (5), 569-589. https://doi.org/10.1007/s11251-020-09521-6

Koriat, A. (1997). Monitoring One’s Own Knowledge During Study : A Cue-Utilization Approach to Judgments of Learning. Journal of Experimental Psychology: General,
126 (4), 349-370.

Koriat, A., Lichtenstein, S., & Fischhoff, B. (1980). Reasons for confidence. Journal of Experimental Psychology: Human Learning and Memory, 6 (2), 107-118.

Kruger, J., & Dunning, D. (1999). Personality and Social Psychology Unskilled and Unaware of It : How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated. Journal of Personality and Social Psychology, 77 (6), 1121-1134. https://doi.org/10.1037/0022-3514.77.6.1121

Kuhn, D. (1989). Children and adults as intuitive scientist. Psychol. Rev, 96, 674-689. Liberali, J. M., Reyna, V. F., Furlan, S., Stein, L. M., & Pardo, S. T. (2012). Individual Differences in Numeracy and Cognitive Reflection, with Implications for Biases and Fallacies in Probability Judgment. Journal of behavioral decision making, 25 (4, SI), 361-381. https://doi.org/10.1002/bdm.752

Mazancieux, A., Fleming, S., Souchay, C., & Moulin, C. (2020). Is there a G factor for metacognition? Correlations in retrospective metacognitive sensitivity across
tasks. Journal of Experimental Psychology: General, 149 (9), 1788-1799. https://doi.org/10.1037/xge0000746

McCutcheon, G. (1982). Facilitating teacher personal theorizing. In Ross, E., Cornett, & McCutcheon, G. (Eds.), Teacher personal theorizing: connecting curriculum practice, theory and research. New York: Albany, NY.

McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: Challenges and successes. Metacognition and Learning, 6 (2), 195-203.
https://doi.org/10.1007/s11409-011-9082-8

Metcalfe, J., & Kornell, N. (2005). A Region of Proximal Learning model of study time allocation. Journal of Memory and Language, 52 (4), 463-477. https://doi.org/10.1016/j.jml.2004.12.001

Morphew, J. (2020). Changes in metacognitive monitoring accuracy in an introductory physics course. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09239-3

Morphew, J. W. (2020). Changes in metacognitive monitoring accuracy in an introductory physics course. Metacognition and Learning, 1-23. https://doi.org/10.1007/s11409-020-09239-3

Moshman, D. (1979). To really get ahead, get a metatheory. In Kuhn, D. (Ed.), Intellectual development beyond childhood (pp. 59-68). United States of America: Jossey - Bass.

Nelson, T. O. (1992). Metacognition: Core readings. Boston: Allyn and Bacon.

Nelson, T. O. (1996). Gamma is a measure of the accuracy of predicting performance on one item relative to another item, not of the absolute performance on an individual item: Comments on schraw (1995). Applied Cognitive Psychology, 10 (3), 257-260. https://doi.org/10.1002/(SICI)1099-0720(199606)10:3<257::AID-ACP400>3.0.CO;2-9

Nelson, T. O., & Leonesio, J. (1988). Allocation of Self-Paced Study Time and the “Laborin-Vain Effect”, 14 (4), 676-686.

Nelson, T. O., & Narens, L. (2000). Metamemory: A theoretical framework and new findings. The Psychology of Learning and Motivation, 26. https://doi.org/10.1016/S0079-
7421(08)60053-5

Nelson, T., & Narens, L. (1994). Why investigate metacognitive? In Metcalfe, J. & Shimamura, A. (Eds.), Metacognition: Knowing about knowing (pp. 1-25). United States of America.: The MIT Press Cambridge,.

Nelson, T. (1984). A comparison of current measures of the accuracy of feeling of knowing predictions. Psychological Bulletin, 95 (1), 109-133.

Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34 (3), 535-557. https://doi.org/10.1007/s10212-018-0407-8

Paris, S., & Byrnes, J. (1989). The constructivist approach to self-regulation and learning in the classroom. In Zimmerman, B.& Schunk, D. (Eds.), Self -regulated learning and academic achievement (pp. 169-200). New York: Springer- Verlag.

Petticrew, M., & Roberts, H. (2008). Systematic Reviews in the social sciences. New York: John Wiley y Sons, Ltd.

Pieger, E., Mengelkamp, C., & Bannert, M. (2017). Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects.
Applied Cognitive Psychology, 31 (3), 291-301. https://doi.org/10.1002/acp.3326

Pieger, E., Mengelkamp, C., & Bannert, M. (2016). Metacognitive judgments and dis fluency e Does disfluency lead to more accurate judgments, better control, and
better performance? Learning and Instruction, 44, 31-40. https://doi.org/10.1016/j.learninstruc.2016.01.012

Proust, J. (2010). Metacognition. Philosophy Compass, 11, 989-998.

Quiles, C., Verdoux, H., & Prouteau, A. (2014). Assessing Metacognition during a Cognitive Task: Impact of “On-line” Metacognitive Questions on Neuropsychological Performances in a Non-clinical Sample (March 2015). https://doi.org/10.1017/S1355617714000290

Rhodes, M. G., & Tauber, S. K. (2011). The Influence of Delaying Judgments of Learning on Metacognitive Accuracy: A Meta-Analytic Review. Psychological Bulletin, 137 (1), 131-148. https://doi.org/10.1037/a0021705

Rivers, M. L., Dunlosky, J., & Joynes, R. (2019). The contribution of classroom exams to formative evaluation of concept-level knowledge. Contemporary Educational
Psychology, 59, 1-11. https://doi.org/10.1016/j.cedpsych.2019.101806

Santa-Soriano, A., Lorenzo-Álvarez, C., & Torres-Valdés, R. (2018). Bibliometric analysis to identify an emerging research area: Public relations intelligence- a challenge to strengthen technological observatories in the network society. Scientometrics, 1591-1614. https://doi.org/https://doi.org/10.1007/s11192-018-2651-8

Sawyer, K. (2014). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.

Schraw, G. (2006). Knowledge: Structures and Processes. In Alexander, P. & Winne, P. (Eds.), Handbook of Educational Psychology (pp. 245-263). London: Routledge.
https://doi.org/10.4324/9780203874790.ch11

Schraw, G, & Gutiérrez De Blume, A. (2015). Metacognitive strategy instruction that highlinghts the role of monitoring and control processes. In Peña-Ayala, A. (Ed.),
Metacognition: Fundaments, applications and trends. A prolife of the current state -ofthe-art (pp. 3-15). New York: Springer.

Schraw, G, Olafson, L., Weibel, M., & Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Zohar, A. & Dori, Y. (Eds.), Metacognition in science education: Trends in current research, contemporary trends and issues in science education (pp. 57-77). United States of America: Springer, Heidelberg.

Schraw, G. (2002). Promoting general metacognitive awareness. In Hartman, H. (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 3-16). London: Kluwer Academic.

Schraw, G. (2009a). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4 (1), 33-45. https://doi.org/10.1007/s11409-008-9031-3

Schraw, G. (2009b). Measuring metacognitive judgments. In Hacker, D. J., Dunlosky, J. & Graesser, A. (Eds.), Handbook of Metacognition in Education (pp. 415-429). New
York: Routledge.

Schraw, G., Kuch, F., & Gutierrez, A. P. (2013). Measure for measure : Calibrating ten commonly used calibration scores. Learning and Instruction, 24, 48-57. https://doi.org/10.1016/j.learninstruc.2012.08.007

Schraw, G., Kuch, F., Gutierrez, A. P., & Richmond, A. S. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106 (4). https://doi.org/10.1037/a0036653

Schraw, G., & Sperling-Dennison, R. (1994). Assesing metacognitive awareness. Contemporany Educational Psychology, 19, 460-475.

Segado-Boj, F. (2019). Búsqueda de información bibliográfica para la tesis doctoral Cómo y dónde buscar información para una tesis. Complutense de Madrid. Recuperado de https://eprints.ucm.es/58704/

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76 (3), 467-481. https://doi.org/10.1007/s10734-017-0220-3

Temelman-Yogev, L., Katzir, T., & Prior, A. (2020). Monitoring comprehension in a foreign language: Trait or skill? Metacognition and Learning, 15 (3), 343-365.
https://doi.org/10.1007/s11409-020-09245-5

Wagner-Menghin, M., de Bruin, A., van Merrienboer, J. J. G., & van Merriënboer, J. J. G. (2016). Monitoring communication with patients: analyzing judgments of satisfaction (JOS). Advances in Health Sciences Education, 21 (3), 523-540. https://doi.org/10.1007/s10459-015-9642-9

Wiley, J, Griffin, T., & Thiede, K. (2005). Putting the comprehension in metacomprehension. Journal of General Psychology, 132 (4), 408-428. https://doi.org/10.3200/
GENP.132.4.408-428

Wiley, J., Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Cushen, P. J., & Thiede, K. W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology: Applied, 22 (4), 393-405. https://doi.org/10.1037/xap0000096

Winne, P., & Azevedo, R. (2014). Metacognition. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 63-87). New York: Cambridge University Press.

Winne, P., & Muis, K. (2011). Statistical estimates of learners’ judgments about knowledge in calibration of achievement. Metacognition and Learning, 6 (2), 179-193.
https://doi.org/10.1007/s11409-011-9074-8

Žauhar, V., Bajšanski, I., & Domijan, D. (2017). The influence of rule availability and item similarity on metacognitive monitoring during categorisation, 5911(November). https://doi.org/10.1080/20445911.2017.1396991

Zimmerman, B., & Moylan, A. (2009). Self -regulation: where metacognition and motivation intersect. In Hacker, D. J., Dunlosky, J. & Grasser, A. (Eds.), Handbook of Metacognition in Education (pp. 239-315). New York: Routledge.

Descargas

La descarga de datos todavía no está disponible.
Sistema OJS - Metabiblioteca |