Habilidades metacognitivas y autoeficacia académica: planteamiento relacional en el contexto pregradual

Abstract

Self-determination theories have managed to describe self-efficacy as the element in which dimensions such as analysis, supervision and human conscience converge. From the theory of social learning, it is considered as a condition associated with metacognition in its dimensions of supervision and correction. The relationship between metacognitive skills and academic self-efficacy is studied. The method was quantitative correlational, integrating 260 students from the education career of universities in Lima, after the period of the fourth wave of infections by Covid-19. Significant relationship indices have been found between the variables analyzed, based on finding better metacognitive skills and the best use of metacognition in performance (r = .821; p < 0.01); as well as with the situational expectations factors (r = .783; p < 0.01); and personal expectations (r = .576; p < 0.01).