Metacognitive Modalities of Self-Regulated Learning in Adolescents Modalidades Metacognitivas de la Autorregulación del Aprendizaje Adolescente.

Abstract

This study analyzes the metacognitive modalities of meta-attention and metamemory in ninth- and tenth-grade students of a departmental educational institution in Cundinamarca, in order to understand their role in teaching-learning and their relationship with speech-language pathology practice. Given the interest in studying metacognition in adolescence, the importance is recognized of the speech-language professional contributing to the strengthening of communicative skills in these processes. A quantitative approach was applied through the Metacognitive Skills Inventory, composed of questions oriented toward students’ knowledge about their cognitive abilities. The results show that, in the modalities of meta-attention, declarative knowledge is associated with motivation to learn, procedural knowledge is influenced by autonomous learning, and conditional knowledge with the identification of skills that require improvement. For metamemory, planning constitutes a frequently used strategy and is associated with school performance; however, some students only recognize this skill without fully applying it. Organization, used occasionally, is oriented toward selecting relevant information. Regarding monitoring, participants make conscious pauses to evaluate their learning, and in debugging they identify errors, establish relationships, and activate skills useful for problem solving. In general, the assessment of metamemory shows that students inquire about objectives, processes, and learning alternatives, and prepare summaries, although these actions are carried out occasionally and according to their interest in the topics addressed.