DOI: 10.17151/rlef.2021.13.2.2.
Cómo citar
Gutiérrez de Blume A. P., Montoya Londoño D. M., García Gómez M. E., Osorio Cárdenas A. M., & González Benítez L. (2021). Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños. Latinoamericana de Estudios de Familia, 13(2), 11-37. https://doi.org/10.17151/rlef.2021.13.2.2.

Autores/as

Antonio P. Gutiérrez de Blume
Georgia Southern University, Statesboro
agutierrez@georgiasouthern.edu
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Diana Marcela Montoya Londoño
Universidad de Caldas
diana.montoya@ucaldas.edu.co
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María Eugenia García Gómez
Universidad de Manizales
megarcia@umanizales.edu.co
Perfil Google Scholar
Andrea Milena Osorio Cárdenas
Universidad Autónoma de Manizales
andrea.osorio@autonoma.edu.co
Perfil Google Scholar
Liliana González Benítez
Universidad de Manizales
lgonzalez@umanizales.edu.co
Perfil Google Scholar

Resumen

Objetivo. Examinar la relación entre los estilos parentales (de madres y padres), el autoconcepto de los niños y las medidas subjetivas y objetivas de metacognición, e investigar si el autoconcepto y el estilo parental predijeron la metacognición. Metodología. Diseño correlacional cuantitativo en el que se trabajo con una muestra por conveniencia de 196 estudiantes pertenecientes a una institución educativa de carácter oficial. Empleando una serie de modelos de regresión de mínimos cuadrados ordinarios (MCO), el estudio examinó hasta qué punto los estilos parentales de la madre y el padre, así como el autoconcepto de los niños, predijeron la conciencia metacognitiva subjetiva y el monitoreo metacognitivo objetivo de los niños. Resultados. Los estilos parentales de los padres y las madres predijeron la metacognición en tres dominios del aprendizaje (comprensión lectora, matemáticas y similitudes), aunque de diferentes maneras. Además, los autoconceptos de los niños también predijeron la metacognición en los tres dominios. Conclusión. La educación de los niños debe extenderse más allá del contexto de la escuela para incluir a la familia. Estos esfuerzos de extensión educativa deben incorporar procesos de intervención en la formación de los niños en los que se considere no sólo cómo la vida familiar afecta los resultados del aprendizaje y el desempeño de los niños en diferentes campos de los dominios académicos, sino también cómo la vida familiar afecta las habilidades metacognitivas durante la infancia.

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