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Conocimientos metacognitivos y autoregulación: una lectura cualitativa del funcionamiento de los estudiantes universitarios en la producción de textos

Abstract : This research emerges from the world-wide problematic concerning student’s failure. It particularly analyzes the meta-cognitive competences in the writing process of this population. Based on Flavell’s (1992) viewpoint about meta-cognition and the socio-cognitive approach of self-regulation, two variables were measured: meta-cognitive knowledge and self-regulation strategies. A qualitative study was conducted on a sample of 12 French students at first year university. This study uses a specific technique of interview known as “explicitation interview”. The data analysis included the categorization, codification and quantification of the information obtained with the interviews. In conclusion, even though the students had metacognitive knowledge related to the written tasks, they did not show strategies that could help to go beyond the descriptive modality of written discourses by taking into account the readers’ expectations. Their writing processes focused on transcription of ideas with little control on the planning and revision phases.
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https://hal.archives-ouvertes.fr/hal-03140417
Contributor : Dyanne Escorcia <>
Submitted on : Friday, February 12, 2021 - 6:30:07 PM
Last modification on : Friday, March 5, 2021 - 3:24:08 AM
Long-term archiving on: : Friday, May 14, 2021 - 9:34:28 AM

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Dyanne Escorcia. Conocimientos metacognitivos y autoregulación: una lectura cualitativa del funcionamiento de los estudiantes universitarios en la producción de textos. Avances en Psicología Latinoamericana, 2010, 28 (2), pp.265-277. ⟨hal-03140417⟩

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