REVISTA: Psicothema
ISSN: 0214-9915, 1886-144X
AÑO DE PUBLICACIÓN: 2022
VOLUMEN: 34
NÚMERO: 3
PÁGINAS: 454-462
AUTORES:
Eduardo González-Cabañes
Trinidad García
David Álvarez-García
Estrella Fernández
Celestino Rodríguez
Universidad de Oviedo
RESUMEN:
Antecedentes: El Inventario de Conciencia Metacognitiva (MAI) se utiliza internacionalmente para identificar componentes metacognitivos relevantes para el aprendizaje. Sin embargo, hay escasa evidencia sobre su estructura factorial y la validez de su Versión Reducida, propuesta por diversos autores. Asimismo, hasta el momento, no ha sido validado en el contexto español. Método: Tras adaptar los ítems del MAI al español, se administró a 1076 estudiantes universitarios de diferentes regiones de España. Se compararon varias estructuras de la Versión Reducida del MAI, con 19 ítems, y del MAI original, con 52 ítems. Se analizaron la validez y fiabilidad, considerando las estructuras factoriales y las relaciones con otros cuestionarios ya validados. Resultados: Sólo la Versión Reducida del MAI que diferencia conocimiento y regulación de la cognición alcanzó un ajuste aceptable. Estas dos escalas mostraron buena validez convergente y divergente, alta validez de criterio en relación al rendimiento académico, alta fiabilidad test-retest y alta consistencia interna. Conclusiones: los resultados apoyan la diferenciación tradicional entre conocimiento de la cognición y regulación de la cognición, pero solo con la adaptación al español de la Versión Reducida del MAI. Este instrumento permite evaluaciones cortas y la identificación de estos componentes con propiedades métricas adecuadas en contextos españoles.
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