Social variables and metacognitive awareness of Colombian young adults
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Abstract
(analytical)
Metacognition is defined as a higher-order reflective process that allows individuals to monitor, control,
and self-regulate their behavior. However, metacognition has rarely been studied with variables
beyond the educational context such as social, behavioral and clinical variables. The purpose of this
study was to explore the relationship between social variables and subjective metacognitive awareness and whether these same social variables can predict components of metacognitive awareness
(knowledge and regulation of cognition). Working with a sample of university students (N = 246), the
results of this study identified that there were not only significant correlations between some social
variables and both components of metacognitive awareness, but that those same social variables
could predict metacognitive awareness. Implications for these outcomes in educational and clinical
contexts are discussed.
Keywords: Adult learning; clinical diagnosis; metacognition; personality; self-assessment.
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