Metacognitive skills and academic self-efficacy: relational approach in the pregradual context

• Jhon Holguin-Alvarez

  , Universidad César Vallejo, Lima-Perú

  Author

  https://orcid.org/0000-0001-5786-0763 (unauthenticated)

• Mirtha Silvia Herrera Carcheri

  , Universidad Privada Norbert Wiener, Lima-Perú

  Author

  https://orcid.org/0000-0001-9847-5597 (unauthenticated)

Self-determination theories have managed to describe self-efficacy as the element in which dimensions such as analysis, supervision and human conscience converge. From the theory of social learning, it is considered as a condition associated with metacognition in its dimensions of supervision and correction. The relationship between metacognitive skills and academic self-efficacy is studied. The method was quantitative correlational, integrating 260 students from the education career of universities in Lima, after the period of the fourth wave of infections by Covid-19. Significant relationship indices have been found between the variables analyzed, based on finding better metacognitive skills and the best use of metacognition in performance (r = .821; p < 0.01); as well as with the situational expectations factors (r = .783; p < 0.01); and personal expectations (r = .576; p < 0.01).

1. Jhon Holguin-Alvarez, , Universidad César Vallejo, Lima-Perú

   Doctor en Educación, investigador Renacyt UCV de Universidad César Vallejo, líder del grupo HUMADE.
   Desarrolla estudios en las líneas de didáctica y evaluación de los aprendizajes y atención del infante,
   niño y adolescente, https://orcid.org/0000-0001-5786-0763.

2. Mirtha Silvia Herrera Carcheri, , Universidad Privada Norbert Wiener, Lima-Perú

   Magister en docencia universitaria de Universidad Privada Norbert Wiener, investigadora interesada en el
   área de aprendizaje y competencias universitarias, https://orcid.org/0000-0001-9847-5597

• 2023-09-30 (4)
• 2024-04-02 (3)
• 2024-03-23 (2)
• 2024-03-23 (1)

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