Relación entre factores de personalidad y metacognición en una muestra de estudiantes del último semestre de formación de programas de licenciatura en Educación en Colombia

Abstract

Introduction: personality traits and self-regulation of learning skills, such as metacognition, have a significant influence on everyday life in the context of basic activities, from choosing what to do, who to interact with and even on aspects such as what and at what pace to learn. Objective: to establish the predictive value of different personality factors in the knowledge and metacognitive regulation of a sample of students in their final semester of training in different degree programs in Education. Method: we worked with a sample of 135 Colombian students from different undergraduate programs in Education, who completed the Metacognitive Consciousness Inventory for Teachers (MAIT) and the Adjectives for Personality Assessment (AEP) tool. Results: the findings indicate that responsibility was the only personality trait that positively predicted declarative and conditional knowledge, as well as planning and monitoring, but not the knowledge of procedure and evaluation. Discussion and Conclusions: the results support the need to conduct further research about how personality factors affect self-regulated learning skills, such as metacognition, in order to impact on students' own selfregulatory capacity, as well as their future performance as teachers, in the context of improved educational practice.