Resumen

HOLGUIN-ALVAREZ, Jhon  y  HERRERA CARCHEN, Mirtha Silvia. Metacognitive skills and academic self­efficacy: relational approach in the pregradual context. Fides Et Ratio [online]. 2023, vol.26, n.26, pp.19-48. ISSN 2071-081X.

Abstract Self-determination theories have managed to describe self-efficacy as the element in which dimensions such as analysis, supervisión and human conscience converge. From the theory of social learning, it is considered as a condition associated with metacognition in its dimensions of supervisión 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 Índices have been found between the variables analyzed, based on finding better metacognitive skills and the best use of metacognition in performance (r = .821;/ < 0.01); as well as with the situational expectations factors (r = .783;/< 0.01); and personal expectations (r= .576;p < 0.01)

Palabras clave : Academic supervisión; Cognitive monitoring; Learning eífectiveness; Metacognition inventory Supervised cognition.

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