<?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>0121-5469</journal-id>
<journal-title><![CDATA[Revista Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. psicol.]]></abbrev-journal-title>
<issn>0121-5469</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-54692021000100111</article-id>
<article-id pub-id-type="doi">10.15446/rcp.v30n1.88146</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine]]></article-title>
<article-title xml:lang="es"><![CDATA[Diferencias en Habilidades Metacognitivas entre Estudiantes de Pregrado en Educación, Psicología y Medicina]]></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[MONTOYA LONDOÑO]]></surname>
<given-names><![CDATA[DIANA MARCELA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Georgia Southern University  ]]></institution>
<addr-line><![CDATA[Georgia ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>111</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-54692021000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-54692021000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-54692021000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Metacognitive skills such as when and why to apply strategies successfully given task demands (conditional knowledge) and those that assist in regulation like comprehension monitoring are essential for effective learning. However, the debate regarding whether metacognitive skills are domain general or domain specific continues to rage among scholars. Presumably, if metacognitive skills are domain specific, there should be significant differences between domains whereas if they are domain general, there should be no differences across domains. Thus, in the present study we examined the generality/specificity of metacognitive skills (knowledge of cognition: declarative, procedural, and conditional; regulation of cognition: planning, information management, debugging, comprehension monitoring, and evaluation) in a sample of Colombian university students (N = 507) studying education (n = 156), psychology (n = 166), and medicine (n = 185) employing the Spanish version of the Metacognitive Awareness Inventory. Results revealed that there were significant differences in all but two metacognitive skills (procedural knowledge and debugging) across domains, largely supporting the domain specific hypothesis, but also partially supporting the domain general view. Implications and recommendation of the findings for theory, research, and practice are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Entre las habilidades metacognitivas se encuentran la capacidad para saber cómo, cuándo y por qué aplicar estrategias de forma exitosa según las demandas de la tarea (conocimiento condicional) y aquellas otras capacidades que ayudan en la regulación cognitiva, como la supervisión en línea de la actividad de aprendizaje en curso, y la comprensión (monitoreo). Dichas habilidades se consideran esenciales para un aprendizaje efectivo. Sin embargo, el debate sobre si las habilidades metacognitivas son de dominio general o específico continúa siendo un tema de controversia entre los académicos. Presumiblemente, si estas habilidades son específicas de un dominio, debería haber diferencias significativas entre dominios, mientras que, si son de dominio general, estas diferencias no deberían de estar presentes. De acuerdo con lo anterior, en el presente estudio se examinó la generalidad/especificidad de las habilidades metacognitivas (conocimiento de la cognición: declarativo, procedimental y condicional; regulación de la cognición: planificación, gestión de la información, monitoreo, depuración y evaluación) en una muestra colombiana de estudiantes universitarios (N = 507) que, para el momento del estudio, se encontraban cursando un programa de pregrado en educación (n = 156), psicología (n = 166) y medicina (n = 185), mediante el uso de la versión en español del Inventario de Conocimiento Metacognitivo. Los resultados revelaron diferencias significativas en todas las habilidades metacognitivas evaluadas para las diferentes áreas de dominio, con excepción de dos habilidades metacognitivas: conocimiento procedimental y depuración, lo que respalda en gran medida la hipótesis específica del dominio, pero también apoya parcialmente la vista general del dominio. Se discuten las implicaciones y recomendaciones de los hallazgos para la teoría, la investigación y la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[domain general]]></kwd>
<kwd lng="en"><![CDATA[domain specific]]></kwd>
<kwd lng="en"><![CDATA[metacognitive knowledge]]></kwd>
<kwd lng="en"><![CDATA[metacognitive regulation]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[conocimiento metacognitivo]]></kwd>
<kwd lng="es"><![CDATA[dominio general]]></kwd>
<kwd lng="es"><![CDATA[dominio específico]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[regulación metacognitiva]]></kwd>
</kwd-group>
</article-meta>
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