Resumen

GRAVINI DONADO, Marbel Lucía  y  IRIARTE DIAZGRANADOS, Fernando. Metacognitive processes of students with different learning styles. Psicol. caribe [online]. 2008, n.22, pp.1-24. ISSN 0123-417X.

The objective of this study was to understand metacognitive processes of students with different learning styles. Metacognitive processes of planning, control and evaluation applied by active, reflexive, theoretical and pragmatic students (classification by Honey - Munford), were analyzed from Flavell's theoretical perspective. The purest categories were explored, employing the CHAEA Learning Styles instrument, in order to focus the attention on metacognitive strategies utilized by 4 students of the Psychology program at Universidad Simón Bolívar of Barranquilla. This process was investigated and described deeply in those subjects. Qualitative techniques were interviews and field diaries and the information was contrasted through triangulation. The reflexive and theoretical students presented metacognitive processes upon carrying out an academic task in a more explicit way than the pragmatic and active students. In this last case these processes are not found consolidated in the academic activities that the students develop.

Palabras clave : Metacognitive processes; learning styles; planning; control and evaluation.

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