CONCEPTION OF LEARNING AND METACOGNITIVE STRATEGIES IN PSYCHOLOGY UNDERGRADUATES

Abstract

The aim of this study was to analyze the relationship between learning conceptions and metacognitive strategies in psychology undergraduates. Participants were 276 undergraduates in their initial, intermedi-ate or final academic level of psychology studies. Results showed on one hand that beginning undergraduates obtained higher scores in the rote conception than undergraduates of higher levels. On the other hand, intermediate undergraduates scored higher in the interpretative conception than others academic levels, while finishing undergraduates obtained higher scores in the constructivist conception of learning than others students. Regarding metacognitive strategies, it was observed that begin-ning undergraduates use them less than the finishing undergraduates. Finally, the relationship between different conceptions of learning catego-ries (rote, interpretative and constructive) and metacognitive strategies showed a significant relation between interpretative and constructive conceptions with the higher use of metacognitive strategies. The rote conception is not related with others variables.