Relación entre Medidas Subjetivas de Conciencia Metacognitiva y Sesgo Implícito entre Estudiantes Universitarios Estadounidenses
Barra lateral del artículo
Contenido principal del artículo
Resumen
Objetivo. El propósito del presenteestudio fueexplorarlarelación entrelas medidas subjetivas deconciencia metacognitiva y sesgo
implícito e investigar si la metacognición es una vía viable para cumplir los dos objetivos. Método. Una muestra de estudiantes
de pregrado de EE. UU. (N = 117) completaron medidas de autoinforme de sesgo implícito (Escala de Actitud Situacional) y
concienciametacognitiva(Inventario deConcienciaMetacognitiva). Serealizaron análisiscorrelacionales,coecientesr de Pearson
y un análisis de regresión lineal jerárquica para abordar los objetivos de la investigación. Resultados. Los hallazgos revelaron
que el sesgo implícito y la conciencia metacognitiva estaban relacionados y que el conocimiento condicional, el monitoreo de la
comprensión, la gestión delainformación, la depuración y laevaluación condujeron a disminucionesen elsesgo implícito con carga
negativa. Conclusión. Evidentemente, la metacognición es una vía viable para crear conciencia sobre los sesgos implícitos de uno
y, posteriormente, mitigarlos mediante el desarrollo de intervenciones educativas personalizadas.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Citas
Ancis, J. R., Bennett-Choney, S. K., & Sedlacek, W. E. (1996). University student attitudes toward American Indians. Journal of Multicultural Counseling and Development, 24, 26-36. https://doi.org/10.1002/j.2161-1912.1996.tb00286.x
Applebaum, B. (2019). Remediating campus climate: Implicit bias training is not enough. Studies in Philosophy and Education, 38, 129-141. https://doi.org/10.1007/s11217-018-9644-1
Balenger, V. J., Hoffman, M. A., & Sedlacek, W. E. (1992). Racial attitudes among incoming white students: A study of ten-year trends. Journal of College Student Development, 33, 245-252.
Bol, L., Hacker, D. J., O'Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. The Journal of Experimental Education, 73(4), 269-290. https://doi.org/10.3200/JEXE.73.4.269-290
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Erlbaum.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum & Associates.
Dogra, N., Bhatti, F., Ertubey, C., Kelly, M., Rowlands, A., Singh, D., & Turner, M. (2016). Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE Guide No. 103. Medical Teacher, 38(4), 323-337. https://doi.org/10.3109/0142159X.2015.1105944
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Greene, M. (1988). The dialectic of freedom. Teachers College Press.
Gutierrez, A. P., & Schraw, G. (2015). Effects of strategy training and incentives on students’ performance, confidence, and calibration. The Journal of Experimental Education, 83, 386-404. https://doi.org/10.1080/00220973.2014.907230
Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for distinct accuracy and error factors. Learning and Instruction, 44, 1-10. https://doi.org/10.1016/j.learninstruc.2016.02.006
Gutierrez de Blume, A. P. (2017). The effects of strategy training and an extrinsic incentive on fourth- and fifth- grade students’ performance, confidence, and calibration accuracy. Cogent Education, 4, 1-17. https://doi.org/10.1080/2331186X.2017.1314652
Gutierrez de Blume, A. P. (2020). Effect of the instruction of cognitive strategies on the accuracy of metacognitive monitoring of U.S. college students. Tesis Psicológica, 15(2), 166-186. https://doi.org/10.37511/tesis.v15n2a9
Gutierrez de Blume, A. P. (2021). Self-regulation of learning: Disentangling the relation between cognition, metacognition, and motivation. Voces y Silencios: Revista Latinoamericana de Educación, 12(1), 81-108. https://doi.org/10.18175/VyS12.1.2021.4
Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition Learning, 3, 101-121. https://doi.org/10.1007/s11409-008-9021-5
Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition & Learning, 4(2), 161-176. https://doi.org/10.1007/s11409-009-9042-8
Hutson, M. (2019). Biases aren’t forever. Scientific American, 320(4), 12.
Montoya-Londoño, D. M., Orrego Cardozo, M., Puente Ferreras, A. y Tamayo Alzate, Ó. E. (2021). Juicios metacognitivos en población infantil: una revisión de las tendencias conceptuales en investigación. Tesis Psicológica, 16(1), 1-26. https://doi.org/10.37511/tesis.v16n1a6
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-173). Academic Press.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 1-28. https://doi.org/10.3389/fpsyg.2017.00422
Rincón, L. J., & Hederich-Martínez, C. (2021). Effects of a self-regulating writing course on academic text production in a PhD and master sample. Tesis Psicologíca, 16(1), 1-34. https://doi.org/10.37511/tesis.v16n1a1
Roche, J. M., Arnold, H. S., & Ferguson, A. M. (2020). Social judgments of digitally manipulated stuttered speech: Cognitive heuristics drive implicit and explicit Bias. Journal of Speech, Language & Hearing Research, 63(10), 3443-3452. https://doi.org/10.1044/2020_JSLHR-20-00188
Rosenthal, N. B. (1984). Consciousness raising: From revolution to re-evaluation. Psychology of Women Quarterly, 8(4), 309–326. https://doi.org/10.1111/j.1471-6402.1984.tb00639.x
Rynders, D. (2019). Battling implicit bias in the idea to advocate for African American students with disabilities. Touro Law Review, 35(1), 461–480. https://digitalcommons.tourolaw.edu/lawreview/vol35/iss1/18
Sadker, D. (2000). Gender equity: Still knocking at the classroom door. Equity & Excellence in Education, 33(1), 80-83. https://doi.org/10.1080/1066568000330112
Sadker, M., & Sadker, D. (1986). Sexism in the classroom: From grade school to graduate school. Phi Delta Kappan, 67(7), 512-515. https://www.jstor.org/stable/20403143
Saul, J. (2018). (How) Should we tell implicit bias stories? Disputatio: International Journal of Philosophy, 10(50), 217–244. https://doi.org/10.2478/disp-2018-0014
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
Sedlacek, W. E. (1996). An empirical method of determining nontraditional group status. Measurement and Evaluation in Counseling and Development, 28, 200-210.
Sergent, M. T., Woods, P. A., & Sedlacek, W. E. (1992). University student attitudes toward Arabs: Intervention implications. Journal of Multicultural Counseling & Development, 20, 123-131.
Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 278-298). Erlbaum.
Tabachnick, B. G., & Fidell, L. S. (2013). Cleaning up your act: Screening data prior to analysis. Using multivariate statistics (6th ed., pp. 676-780). Pearson.
Thiede, K. W., Redford, J. S., Wiley, J., & Griffin, T. D. (2012). Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders. Journal of Educational Psychology, 104(3), 554–564. https://doi.org/10.1037/a0028660
Watkins, W. (2001). The White architects of Black education: Ideology and power in America, 1865-1954. Teachers College Press.
White, T. J., & Sedlacek, W. E. (1987). White student attitudes toward Blacks and Hispanics: Programming implications. Journal of Multicultural Counseling and Development, 15, 171‑182.
White, J. B., Schmitt, M. T., & Langer, E. J. (2006). Horizontal hostility: Multiple minority groups and differentiation from the mainstream. Group Processes & Intergroup Relations, 9(3), 339–358. https://doi.org/10.1177/1368430206064638
Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). Lawrence Erlbaum Associates.