Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis

GUTIERREZ DE BLUME, ANTONIO; MONTOYA, DIANA; DASET, LILIAN; CUADRO, ARIEL; MOLINA DELGADO, MAURICIO; MORÁN NUÑEZ, OLIVIA; GARCIA DE LA CADENA, CLAUDIA; BELTRAN NAVARRO, MARIA B.; ARIAS TREJO, NATALIA; RAMIREZ BALMACEDA, ANA; JIMENEZ RODRIGUEZ, VIRGINIA; PUENTE, ANIBAL; URQUIJO, SEBASTIÁN

Metacognition and Learning

Springer

Lugar: Berlin; Año: 2023 vol. 18 p. 495 - 526

A deeper understanding of what factors influence metacognition has never become morepressing than in today’s digital era, in which information flows constantly and quickly. Tothis end, the present study explored the role of culture in mediating how individuals experiencemetacognitive phenomena. For this purpose, the International Group on Metacognition(IGM) developed a rigorous standard international protocol to measure metacognitionin Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America andSpain, employing both a subjective measure of metacognitive awareness (the MetacognitiveAwareness Inventory [MAI]) and various metrics of objective metacognitive monitoringacross three domains of learning—vocabulary, probabilities (mathematical reasoning),and paper folding (visual-spatial reasoning). Data were subsequently compared across thevarious cultures with subjective metacognitive awareness and the raw frequencies of thefour mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Resultsrevealed significant differences regarding both macro-level components of subjectivemetacognitive awareness, knowledge and regulation of cognition. Further, significant andmeaningful differences emerged for the raw frequencies of the four mutually exclusive cellsas a function of culture, especially for vocabulary, in which differences among culturesemerged for all four cells. Implications for metacognitive research, theory, and practice arediscussed.