Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.
Agencias de apoyo
- Fundación para el Fomento de la Investigación Científica Aplicada y la Tecnología (FICYT). Principado de Asturias.
Resumen
Este trabajo analiza las diferencias en habilidades metacognitivas y de funcionamiento ejecutivo entre dos grupos de estudiantes (10-12 años) con diferentes niveles de conocimiento metacognitivo (alto n = 50, bajo n = 64). Los grupos fueron establecidos en función de la puntuación en una prueba de reconocimiento de estrategias. Las habilidades metacognitivas se evaluaron mediante auto-informe. Los estudiantes indicaron la frecuencia de empleo de estas habilidades en las fases de planificación, ejecución y evaluación del aprendizaje. Por último, la información sobre el funcionamiento ejecutivo fue proporcionada por familias y profesorado, los cuales cumplimentaron dos formas paralelas de un inventario de calificación de la conducta. Los resultados indicaron que: a) los estudiantes con alto conocimiento metacognitivo señalaron emplear más frecuentemente las habilidades metacognitivas que sus compañeros con bajo conocimiento metacognitivo. Estas diferencias se encontraron principalmente en las fases de planificación y ejecución; b) tanto familias como profesorado informaron acerca de unas mejores habilidades de funcionamiento ejecutivo en los estudiantes con alto conocimiento metacognitivo, siendo estadísticamente significativas las diferencias en planificación, memoria funcional, focalización de la atención y atención sostenida. Estos resultados muestran la existencia de una asociación entre diferentes niveles de conocimiento metacognitivo y las habilidades metacognitivas y de funcionamiento ejecutivo, sugiriendo la necesidad de incidir en el conjunto de variables estudiadas para promover entre los estudiantes niveles crecientes de control sobre su proceso de aprendizaje.
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