Los juicios metacognitivos como un campo emergente de investigación. Una revisión sistemática (2016-2020)

Abstract

Aim: To establish conceptual trends in research on metacognitive judgments in university students. Method: A search was carried out in the Web of Science and Scopus databases in the period from 2016 to 2020 for articles published in English, according to the systematic review methodology. Once the filtering criteria were applied to the database, the derived descriptive analyzes were carried out. Results: a total of 21 articles that met the inclusion criteria were analyzed. Six conceptual trends were found, among which an important orientation of the field towards metacognitive monitoring studies was evidenced, in addition to some new trends that are beginning to emerge such as the work on judgment measurement, and also the emergence of a typology associated with formative evaluation, which has been called evaluative judgment. Conclusion: The final part presents some implications on the state of the art of the development of the research.

Keywords:

metacognición

metamemoria

aprendizaje

procesos cognitivos

autoeficacia

metacognition

metamemory

learning

cognitive processes

selfefficacy

References

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.