Resumen

ARIAS GALLEGOS, Walter Lizandro; ZEGARRA VALDIVIA, Jonathan  y  JUSTO VELARDE, Oscar. Learning and metacognition styles in psychology students from Arequipa. liber. [online]. 2014, vol.20, n.2, pp.267-279. ISSN 1729-4827.

In this study, learning styles were correlated according to Kolb’s model (divergent, assimilator, convergent and usher) with metacognition and its three dimensions (self-knowledge, self-regulation and evaluation). For this purpose, Kolb’s Styles of Learning Inventory was used (α = 0.87) and O’Neil and Abedi’s Metacognitive Strategies Inventory (α = 0.90). The sample was made-up of 273 psychology students from three universities in Arequipa that were selected through the intact group technique. The results indicated that the divergent style is prevalent in the three universities, and there are high percentages of students with low levels of metacognition, self-knowledge, self-regulation and evaluation. In the case of the Universidad Nacional de San Agustin (UNSA) and the Universidad Catolica de Santa Maria (UCSM), relationships were found between convergent learning style and metacognition. There was an inverse relationship between this style and the divergent style. Variance analysis indicated that learning styles do not have an effect on metacognition or its dimensions.

Palabras clave : Learning styles; metacognition; psychology students.

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