Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities
Introduction: Critical thinking is a relevant competency in the training of children and adolescents, considered as part of the competencies of the 21st century. It is a complex construct, and it has defined as a skill that is strengthened by metacognition and motivation; However, no in-depth study...
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UNIVERSIDAD ANTONIO NARIÑO
2025
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| author | Castro Cáceres, Ricardo Rodríguez Navarrete, Claudia Morales Paredes, Hernán Ossa Cornejo, Carlos |
| author_facet | Castro Cáceres, Ricardo Rodríguez Navarrete, Claudia Morales Paredes, Hernán Ossa Cornejo, Carlos |
| author_sort | Castro Cáceres, Ricardo |
| collection | OJS |
| description | Introduction: Critical thinking is a relevant competency in the training of children and adolescents, considered as part of the competencies of the 21st century. It is a complex construct, and it has defined as a skill that is strengthened by metacognition and motivation; However, no in-depth study has been made of how these variables are related. This study was carried out in order to analyze the relationship between metacognitive strategies and motivation for critical thinking in pedagogy students at three higher education institutions in south-central Chile, in order to delve into the empirical relationship between the variables. Methodology: A non-experimental study, with a descriptive and correlational design was carried out; 435 pedagogy students from three higher education institutions in central-southern Chile participated in the study. The instruments applied were the O’Neill and Abedi metacognitive strategies questionnaire, and the Valenzuela critical thinking motivation questionnaire. Results and discussions: A very high level of perceived performance is observed in the two variables, as well as positive, significant and moderately strong relationships between both, both at a general level (r = 0.545, p < 0.01) and their dimensions (with correlations between 0.382 and 0.491). Conclusion: The discussion and conclusions suggest that metacognition and motivation are variables that interact and enhance each other, which is why studies and experiences about critical thinking should actively consider them. |
| format | Digital |
| id | revistas.uan.edu.co-article-2091 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2025 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
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| spelling | revistas.uan.edu.co-article-20912025-05-21T12:59:57Z Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities : Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities Castro Cáceres, Ricardo Rodríguez Navarrete, Claudia Morales Paredes, Hernán Ossa Cornejo, Carlos cognición enseñanza superior motivación psicología de la educación pensamiento crítico Cognition Higher Education motivation educational psychology critical thinking Introduction: Critical thinking is a relevant competency in the training of children and adolescents, considered as part of the competencies of the 21st century. It is a complex construct, and it has defined as a skill that is strengthened by metacognition and motivation; However, no in-depth study has been made of how these variables are related. This study was carried out in order to analyze the relationship between metacognitive strategies and motivation for critical thinking in pedagogy students at three higher education institutions in south-central Chile, in order to delve into the empirical relationship between the variables. Methodology: A non-experimental study, with a descriptive and correlational design was carried out; 435 pedagogy students from three higher education institutions in central-southern Chile participated in the study. The instruments applied were the O’Neill and Abedi metacognitive strategies questionnaire, and the Valenzuela critical thinking motivation questionnaire. Results and discussions: A very high level of perceived performance is observed in the two variables, as well as positive, significant and moderately strong relationships between both, both at a general level (r = 0.545, p < 0.01) and their dimensions (with correlations between 0.382 and 0.491). Conclusion: The discussion and conclusions suggest that metacognition and motivation are variables that interact and enhance each other, which is why studies and experiences about critical thinking should actively consider them. Introducción: el pensamiento crítico es una competencia importante en la formación de niños, niñas y adolescentes, siendo una competencia relevante del siglo XXI. Es un constructo complejo que se define como habilidad de pensamiento fortalecida por la metacognición y la motivación, sin embargo, no se ha profundizado en cómo se relacionan estas variables. Este estudio analiza la relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de Pedagogía de tres instituciones de educación superior (IES) del centro-sur de Chile, para profundizar en la relación de las variables señalada en otros estudios. Metodología: se realiza un estudio no experimental, de naturaleza descriptiva y correlacional, en el que participaron 435 estudiantes de carreras de Pedagogía de tres IES del centro-sur de Chile. Los instrumentos aplicados fueron el cuestionario de estrategias metacognitivas de O’Neill y Abedi y el cuestionario de motivación al pensamiento crítico de Valenzuela. Resultados y discusión: se observa un nivel de desempeño percibido muy alto en las dos variables, así como relaciones positivas, significativas y medianamente fuertes entre ambas, tanto a nivel general (r = 0,545, p < 0,01) como en sus dimensiones (con correlaciones entre 0,382 y 0,491). Conclusiones: la discusión y las conclusiones plantean que tanto la metacognición como la motivación son variables que interactúan y potencian entre sí, por lo cual los estudios sobre el pensamiento crítico deberían considerarlas de manera más activa. UNIVERSIDAD ANTONIO NARIÑO 2025-05-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2091 10.54104/papeles.v17n33.2091 Papeles; Vol. 17 No. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; Vol. 17 Núm. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; v. 17 n. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) 2346-0911 0123-0670 10.54104/papeles.v17n33 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2091/1633 Copyright (c) 2025 Ricardo Castro Cáceres, Claudia Rodríguez Navarrete, Hernán Morales Paredes, Carlos Ossa Cornejo https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | cognición enseñanza superior motivación psicología de la educación pensamiento crítico Cognition Higher Education motivation educational psychology critical thinking Castro Cáceres, Ricardo Rodríguez Navarrete, Claudia Morales Paredes, Hernán Ossa Cornejo, Carlos Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities |
| title | Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities |
| title_alt | Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities : Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas |
| title_full | Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities |
| title_fullStr | Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities |
| title_full_unstemmed | Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities |
| title_short | Relación entre estrategias metacognitivas y motivación al pensamiento crítico en estudiantes de pedagogía de tres universidades chilenas: Relationship Between Metacognitive Strategies and Motivation for Critical Thinking in Pedagogy Students from three Chilean Universities |
| title_sort | relacion entre estrategias metacognitivas y motivacion al pensamiento critico en estudiantes de pedagogia de tres universidades chilenas relationship between metacognitive strategies and motivation for critical thinking in pedagogy students from three chilean universities |
| topic | cognición enseñanza superior motivación psicología de la educación pensamiento crítico Cognition Higher Education motivation educational psychology critical thinking |
| topic_facet | cognición enseñanza superior motivación psicología de la educación pensamiento crítico Cognition Higher Education motivation educational psychology critical thinking |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2091 |
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