Escala de metacognição: evidências de validade, precisão e estabelecimento de normas

Abstract

The thoughts and knowledge that individuals have about their own thoughts and cognitive processes correspond to metacognition. This concept has different aspects, but by focusing on the area of education, the skills involved in cognitive monitoring and self-regulation are the most relevant. Metacognitive skill assume that status because it allow the individual to assess their performance during the execution of tasks and if he conclue that it is not reaching the target set, he can change the strategies being used by more efficient ones. The use and mastery of skills to monitor and self-regulate cognitive activities are important for learning. Therefore, it is understood that the stimulation of such skills could be an alternative for achieving better academic performance. However, before stimulating, conducting assessment of metacognitive repertoire of students is required. The national literature demonstrated lacking in tools to measure child s metacognition and, in a previous study, the Metacognition Scale (EMETA) to assess these skills in children 9-12 years of age has been established. This study aimed to continue the analysis of the psychometric properties of the scale, more specifically to the analysis of evidence of validity based on the internal structure, the accuracy of the scale and the relationship with other variables such as gender, type of school, age and school year . It also investigated the correlation between performance in EMETA and Learning Strategies for Assessment Scale for Elementary Education (EAVAP-EF) and the grades in the subjects of Portuguese and Mathematics. Later, there was the confirmatory analysis to verify that the model found in the exploratory factor analysis fit the theoretical model used as the basis and preliminary standards for the scale to gender and age was elaborated. The results show that EMETA was composed of two factors, namely: a) Metacognition Knowledge b) Metacognitive Monitoring and Cognitive Strategies that explain 34% of the variance of the scale and precision of the 0,805. Statistically significant differences in performance was found for the variables gender, age and school year and the value for correlation between Metacognition Scale and EAVAP-EF was 0.48 considered good for instruments that measure similar constructs. Finally, participants with higher grades were also those who had higher scores on the scale.