Relação entre Medidas Subjetivas de Consciência Metacognitiva e viés implícito entre estudantes universitários dos Estados Unidos
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
Escopo. O objetivo do presente estudo foi explorar a relação entre as medidas subjetivas de consciência metacognitiva e viés
implícito, e pesquisar se a metacognição é um caminho viável para atingir os dois objetivos. Método. Uma amostra de estudantes
de graduação dos EUA (N = 117) completou medidas de auto relatório de viés implícito (Escada de Atitude Situacional) e
consciência metacognitiva (Inventário de Consciência Metacognitiva). Foram realizadas análises correlacionais, coecientes r de
Pearson e análise de regressão linear hierárquica para atender aos objetivos da pesquisa. Resultados. Os resultados revelaram
que o viés implícito e a consciência metacognitiva estavam relacionados e que o conhecimento condicional, o monitoramento
da compreensão, o gerenciamento da informação, a depuração e a avaliação levaram a diminuições no viés implícito de carga
negativa. Conclusão. Evidentemente, a metacognição é um caminho viável para criar conscientização sobre os vieses implícitos e,
posteriormente, mitigá-los por meio do desenvolvimento de intervenções educacionais personalizadas.
Downloads
##plugins.themes.bootstrap3.article.details##
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
Referências
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.