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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
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Autores/as
Diana Marcela Montoya Londoño
Universidad de Caldas
Mary Orrego Cardozo
Universidad Autónoma de ManizalesAníbal Puente Ferreras
Universidad Andrés BelloÓscar Eugenio Tamayo Alzate
Universidad de CaldasResumen
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.
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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
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Dentakos, S., Saoud, W., Ackerman, R., & Toplak, M. E. (2019). Does domain matter? Monitoring accuracy across domains. Metacognition and Learning, 14 (3), 413-436.
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Dunlosky, J., & Metcalfe, J. (2009). Metacognition, A Texbook for cognitive, educational, life span, & applied psychology. United States of America: Sage publication, Inc.
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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
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