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March 29, 2023
Aceptado
October 27, 2023
Publicado
July 1, 2024
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Estadística
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Resumen

El estudio de las relaciones entre la metacognición, las estrategias de aprendizaje y las emociones, tanto positivas como negativas, es una línea emergente de investigación que ha sido escasamente explorada. En consecuencia, el objetivo de este trabajo es analizar la relación entre estas variables mencionadas en 1096 estudiantes universitarios pertenecientes a diferentes programas académicos de una institución de educación superior colombiana. Para lo anterior, se realizó un análisis factorial por componentes principales para la reducción de dimensiones representadas en los ítems de los instrumentos usados y se aplicó el modelado de ecuaciones estructurales (SEM) para explicar las interrelaciones existentes entre las tres variables indagadas. Los resultados demuestran que hay una relación positiva entre la metacognición y las estrategias de aprendizaje, y estas, a su vez, con las emociones académicas positivas. Por el contrario, las emociones académicas negativas tienen una relación negativa con las estrategias de aprendizaje y la metacognición, lo que nos lleva a concluir que la metacognición fomenta las estrategias de aprendizaje y las emociones académicas negativas las desalientan.

Palabras clave

metacognición estrategias de aprendizaje perspectiva de aprendizaje educación universitaria percepciones de los estudiantes emociones

Detalles del artículo

Cómo citar
Briceño-Martinez, J. J., Barrios-Aguirre, F., & Castellanos-Saavedra, M. P. (2024). Relaciones entre la metacognición, las estrategias de aprendizaje y las emociones en estudiantes universitarios. PUBLICACIONES, 54(1), 235–280. https://doi.org/10.30827/publicaciones.v54i1.27736
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