<?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>1900-2386</journal-id>
<journal-title><![CDATA[Psychologia. Avances de la Disciplina]]></journal-title>
<abbrev-journal-title><![CDATA[Psychol. av. discip.]]></abbrev-journal-title>
<issn>1900-2386</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Buenaventura]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1900-23862020000100115</article-id>
<article-id pub-id-type="doi">10.21500/19002386.4584</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El Inventario de Conciencia Metacognitiva para Docentes (MAIT): Ada ptación cultural y validación en una muestra de docentes colombianos]]></article-title>
<article-title xml:lang="en"><![CDATA[The Metacognitive Awareness Inventory for Teac hers (MAIT): Cultural ada ptation and validation in a Sample of Colombian Teac hers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez de Blume]]></surname>
<given-names><![CDATA[Antonio P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Londoño]]></surname>
<given-names><![CDATA[Diana Marcela Montoya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Georgia Southern University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas Facultad de Artes y Humanidades Departamento de estudios educativos]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>115</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1900-23862020000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1900-23862020000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1900-23862020000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Comprender cómo operan los constructos inobservables en función de la cultura y el lenguaje es un objetivo importante para los investigadores. Debido a que el idioma y la cultura ejercen una influencia tan poderosa en la forma en que se experimentan los fenómenos psicológicos, los constructos latentes pueden no funcionar universalmente entre culturas e idiomas. Por lo tanto, el propósito del presente estudio fue doble. Primero, se realizó un proceso de adaptación cultural del Inventario de Conciencia Metacognitiva para Docentes (MAIT) de 24 ítems, desarrollado originalmente por Balcikanli (2011). En segundo lugar, se probó y validó el instrumento traducido en una muestra de docentes colombianos (N = 755). Se presume una estructura de factor modificada a partir de la propuesta en el estudio de validación original. Los resultados revelaron que, después de la eliminación de tres ítems que no encajaban, la estructura de factores hipotética propuesta por el equipo para el MAIT-R de 21 ítems demostró un excelente ajuste a los datos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Understanding how unobservable constructs operate based on culture and language is an important objective for researchers. Because language and culture exert such a powerful influence on the way we experience psychological phenomena, latent constructs may not function universally between cultures and languages. Therefore, the purpose of the present study was twofold. First, we translated the Metacognitive Awareness Inventory for Teachers (MAIT) with 24 items, originally developed by Balcikanli (2011). Second, we test and validate the instrument translated to Spanish using a sample of Colombian teachers (N = 755). We hypothesized a modified factor structure based on the proposal in the original validation study. The results revealed that, after the elimination of three items that did not fit, our hypothetized factor structure for the MAIT-R of 21 items demonstrated an excellent fit to the data.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[conocimiento metacognitivo]]></kwd>
<kwd lng="es"><![CDATA[regulación metacognitiva]]></kwd>
<kwd lng="es"><![CDATA[conciencia metacognitiva]]></kwd>
<kwd lng="es"><![CDATA[Docents]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[metacognitive knowledge]]></kwd>
<kwd lng="en"><![CDATA[metacognitive regulation]]></kwd>
<kwd lng="en"><![CDATA[metacognitive awareness]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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