Estrategias metacognitivas como predictor del pensamiento crítico en estudiantes de ingeniería de una universidad peruana
Metacognitive Strategies as a Predictor of Critical Thinking in Engineering Students from a Peruvian UniversityContenido principal del artículo
El pensamiento crítico es esencial para el éxito académico en la educación superior. El objetivo de este estudio fue determinar la capacidad predictiva de las estrategias metacognitivas sobre el pensamiento crítico en estudiantes de ingeniería de una universidad peruana. Se empleó un enfoque cuantitativo con una estrategia asociativa y un diseño predictivo transversal. La muestra estuvo conformada por 213 estudiantes pertenecientes a seis escuelas profesionales de ingeniería. Se aplicaron el Inventario de Estrategias Metacognitivas y el Cuestionario de Pensamiento Crítico, ambos con adecuados niveles de validez y confiabilidad. Los resultados mostraron que las estrategias metacognitivas predicen de manera significativa el pensamiento crítico. El modelo de regresión explicó el 28.4 % de su variabilidad, lo que confirma su capacidad predictiva. Se concluye que el fortalecimiento de las estrategias metacognitivas favorece el desarrollo del pensamiento crítico y promueve un aprendizaje más autónomo, analítico y reflexivo en la formación universitaria en ingeniería.
Critical thinking is essential for academic success in higher education. The objective of this study was to determine the predictive capacity of metacognitive strategies on critical thinking in engineering students from a Peruvian university. A quantitative approach with an associative strategy and a cross-sectional predictive design was used. The sample consisted of 213 students from six professional engineering schools. The Metacognitive Strategies Inventory and the Critical Thinking Questionnaire were applied, both demonstrating adequate validity and reliability levels. The results showed that metacognitive strategies significantly predict critical thinking. The regression model explained 28.4% of its variability, confirming its predictive capacity. It is concluded that strengthening metacognitive strategies enhances the development of critical thinking and promotes more autonomous, analytical, and reflective learning in university engineering education.
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