¿Cómo cambian los estudiantes de pensamientos relacionados con la tarea a pensamientos no relacionados?


  • Seffetullah Kuldas Universiti Sains Malaysia
  • Shahabuddin Hashim Universiti Sains Malaysia
  • Hairul Nizam Ismail Universiti Sains Malaysia
DOI: https://doi.org/10.6018/analesps.32.3.231441
Palabras clave: cambio inconsciente, emociones negativas, búsqueda de objetivos, mente distraída.


Aunque un creciente número de investigaciones psicológicas demuestran que los procesos de pensamiento inconsciente de los estudiantes pueden estar relacionados con las tareas, la investigación educativa todavía tiene que proporcionar evidencia empírica para esta relación en un contexto de aprendizaje en el aula. La literatura educativa también es poco concluyente en cuanto a si los estudiantes consciente o inconscientemente se involucran en pensamientos que no tienen relación con la tarea. Una cuestión clave que surge de esta indiferencia es si los pensamientos no relacionados con la tarea facilitan o inhiben el aprendizaje y el desempeño de las tareas cuando los estudiantes consciente e inconscientemente cambian su atención fuera de los pensamientos relacionados con la tarea. Esta revisión tiene como objetivo mejorar la comprensión de cómo los estudiantes cambian de pensamientos relacionados y no relacionados con la tarea. La revisión presenta una amplia gama de pruebas de cómo el cambio ocurre inconscientemente en lugar de conscientemente. El cambio inconsciente como resultado de las emociones negativas de los estudiantes puede inhibir en lugar de facilitar los procesos de aprendizaje. Se necesita más evidencia en la investigación educativa acerca de cómo ocurre el cambio en los pensamientos de los estudiantes dentro del aula.


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Biografía del autor/a

Seffetullah Kuldas, Universiti Sains Malaysia

SEFFETULLAH KULDAS is a PhD candidate and Research Fellow in the School of Educational Studies at Universiti Sains Malaysia. His research interests include conscious and unconscious thought processes, emotional states, and motivational factors in relation to academic resilience.

Shahabuddin Hashim, Universiti Sains Malaysia

SHAHABUDDIN HASHIM is a Senior Lecturer in the School of Educational Studies at Universiti Sains Malaysia, where he gives lectures on educational psychology and personality theories. His research interests include personality traits, cognitive development, and academic resilience.

Hairul Nizam Ismail, Universiti Sains Malaysia

HAIRUL NIZAM ISMAIL is a Professor in the School of Educational Studies at Universiti Sains Malaysia, where he lectures on cognitive psychology, thinking and reasoning, and psychological testing. His research interests include teaching strategies, problem based learning, and cognitive skills.


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Cómo citar
Kuldas, S., Hashim, S., & Ismail, H. N. (2016). ¿Cómo cambian los estudiantes de pensamientos relacionados con la tarea a pensamientos no relacionados?. Anales De Psicología / Annals of Psychology, 33(1), 57-65. https://doi.org/10.6018/analesps.32.3.231441
Psicología evolutiva y de la educación