Resumen

MERCHAN GARZON, Duván Ferney; HUERTAS BUSTOS, Adriana Patricia  y  UGARTE LIZARAZO, José Orlando. Relationship between metacognitive skills, gender, and level of schooling in high school students. Suma Psicol. [online]. 2020, vol.27, n.1, pp.9-17. ISSN 0121-4381.  https://doi.org/10.14349/sumapsi.2020.v27.n1.2.

The objective of this research was to analyze the relationships between metacognitive skills, gender, and level of schooling of high school students from a private school in the city of Bogotá, Colombia. The sample included 319 students from grades 6 to 11. The Metacognitive Awareness Inventory (MAI) was the instrument that allowed determining students’ metacognitive skills. This instrument presents two components: cognition and regulation knowledge; consisting of 52 items. The results obtained were analyzed through an ANOVA statistical analysis and a Bonferroni contrast. The first analysis concluded that there are no significant differences in metacognitive skills between men and women. On the other hand, the second analysis established differences in the development of metacognitive skills in high school students, favoring sixth grade novices.

Palabras clave : Metacognitive skills; gender; learning; level of schooling.

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