<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372023000200085</article-id>
<article-id pub-id-type="doi">10.17081/psico.26.50.6162</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Metacognitive skills of undergraduate university students: study based on three colombian institutions]]></article-title>
<article-title xml:lang="es"><![CDATA[Habilidades metacognitivas de estudiantes universitarios de pregrado: estudio en tres instituciones colombianas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gamboa Mora]]></surname>
<given-names><![CDATA[María Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández López]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Rodríguez]]></surname>
<given-names><![CDATA[Nelly Milady]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vesga Bravo]]></surname>
<given-names><![CDATA[Grace Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Abierta y a Distancia (UNAD)  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Abierta y a Distancia (UNAD)  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Bucaramanga (UNAB)  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Antonio Nariño (UAN)  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>50</numero>
<fpage>85</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372023000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372023000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372023000200085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective:  The objective of this study was to determine the level of development of metacognitive skills of undergraduate students in Colombia and to establish whether there are differences by institution of origin, or by gender or by semester.  Method:  A quantitative study and a non-probabilistic sampling was conducted. A total of 1.199 students from three universities participated, one public and distance modality; and the other two private and face-to-face modality. The Metacognitive Awareness Inventory (MAI) was used to determine metacognitive skills.  Results:  At a general level, Colombian university students present a high level of development of their metacognitive skills with an average of 3,86 on a 5-point scale. When analyzing the abilities of the students according to the university of origin, the Kruskal-Wallis test shows that there are significant differences (p&lt;0,05) in favor of the students in the distance modality. The Mann-Whitney U test allowed us to conclude that there are no significant differences by gender, although women have higher means (M = 3,88) than men (M = 3,83). It was possible to establish through the Spearman correlation that there are significant and negative differences in the level of metacognitive skills according to the semester of the students, as their skills decrease as they progress.  Conclusions:  Although students have a good level of development of their metacognitive skills it is required to strengthen especially evaluation processes. Students trained in virtual distance learning methodology showed a higher degree of development of metacognitive skills than those in face-to-face mode, which could be explained by a greater development of self-regulation as an indicator of maturity for learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo:  El objetivo de este estudio fue determinar el nivel de desarrollo de las habilidades metacognitivas de estudiantes de pregrado en Colombia y establecer si existen diferencias por institución de procedencia, o por género o por semestre.  Método:  Se realizó un estudio cuantitativo y un muestreo no probabilístico. Participaron 1199 estudiantes de tres universidades, una de carácter público y modalidad distancia; y las otras dos privadas y modalidad presencial. Se utilizó el Metacognitive Awareness Inventory (MAI) para determinar las habilidades metacognitivas.  Resultados:  A nivel general los estudiantes universitarios colombianos presentan un alto nivel de desarrollo de sus habilidades metacognitivas con una media de 3,86 en una escala de 5 puntos. Al analizar las habilidades de los estudiantes según la universidad de procedencia, la prueba de KruskalWallis muestra que existen diferencias significativas (p&lt;0,05) a favor de los alumnos en la modalidad a distancia. La prueba U de Mann-Whitney permitió concluir que no hay diferencias significativas por género, aunque las mujeres tienen medias más altas (M = 3,88) que los hombres (M=3,83). Se pudo establecer a través de la correlación de Spearman que existen diferencias significativas y negativas en el nivel de habilidades metacognitivas según el semestre de los estudiantes, a medida que avanzan sus habilidades disminuyen.  Conclusiones:  Aunque los estudiantes tienen un buen nivel de desarrollo de sus habilidades metacognitivas se requiere fortalecer especialmente procesos de evaluación. Los estudiantes que se forman en metodología a distancia virtual mostraron un mayor grado de desarrollo de las habilidades metacognitivas que los de modalidad presencial, lo que podría explicarse por un mayor desarrollo de la autonomía como indicador de madurez para el aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[metacognitive skills]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[MAI]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="es"><![CDATA[habilidades metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[MAI]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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