Metacognition and academic performance in health science students
DOI:
https://doi.org/10.47553/rifop.v100i39.1.113432Abstract
The contemporary training of health science professionals requires the acquisition and development of metacognitive skills in these university students. Thus, a research was conducted with the objective of analyzing metacognition in relation to academic performance through a non-probabilistic sample made up of 1,146 students from the Faculty of Health Sciences of the National University of Chimborazo. The data were collected by applying the Metacognitive Skills Inventory questionnaire. The regular level predominated in academic performance (45.4 %); as well as the high level in the dimensions, factors and global metacognition score (61.1 %). Statistically significant differences were found between the groups according to the semester of the participants. Taking into account the metacognitive dimensions and factors and their global measure with respect to the semester of the students, the existence of a significant correlation has been reported.
The correlation between the dimensions and factors of metacognition and its global state with respect to the semester enrolled by the students was significant. Furthermore, the results showed a statistically significant predictive capacity of weak intensity between the various dimensions of metacognition in relation to the academic performance of the students involved in the research.
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