Influencia de un andamiaje metacognitivo sobre la procrastinacion el logro de aprendizaje y la autoeficacia en un ambiente mlearning en estudiantes de diferente estilo cognitivo.

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dc.contributor.advisorLópez Vargas, Omarspa
dc.contributor.authorBarajas Vásquez, Christian Andrés
dc.coverage.spatialBogotá, Colombiaspa
dc.coverage.temporal2024-2025spa
dc.date.accessioned2025-03-27T15:07:22Z
dc.date.available2025-03-27T15:07:22Z
dc.date.issued2024
dc.description.abstractEsta investigación analiza el impacto de un andamiaje metacognitivo en un entorno m-learning sobre variables clave del aprendizaje, como autoeficacia, procrastinación académica, habilidades metacognitivas y logro académico. Se llevó a cabo un estudio cuasiexperimental con dos grupos de aprendices del SENA en el programa de Análisis y Desarrollo de Software, utilizando una aplicación móvil con y sin andamiaje metacognitivo. Se aplicaron análisis factoriales MANCOVA para evaluar la incidencia del andamiaje y del estilo cognitivo (dependencia-independencia de campo) en el rendimiento académico. Los resultados evidencian que el andamiaje metacognitivo influye significativamente en la autoeficacia, reducción de la procrastinación, y logro académico, además de potenciar estrategias metacognitivas clave como planeación, monitoreo y depuración. Estos hallazgos resaltan la importancia de integrar estrategias de andamiajes metacognitivos en entornos educativos mediados por tecnología.spa
dc.description.abstractenglishThis research analyzes the impact of a metacognitive scaffolding in an m-learning environment on key learning variables, such as self-efficacy, academic procrastination, metacognitive skills, and academic achievement. A quasi-experimental study was conducted with two groups of SENA apprentices in the Software Analysis and Development program, using a mobile application with and without metacognitive scaffolding. MANCOVA factorial analyses were applied to assess the influence of scaffolding and cognitive style (field dependence-independence) on academic performance. The results show that metacognitive scaffolding significantly influences self-efficacy, reduces procrastination, and enhances academic achievement. Additionally, it strengthens key metacognitive strategies such as planning, monitoring, and debugging. These findings highlight the importance of integrating metacognitive scaffolding strategies in technology-mediated educational environments.eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en Tecnologías de la Información aplicadas a la Educaciónspa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/21034
dc.language.isospaspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Ciencia y Tecnologíaspa
dc.publisher.programMaestría en Tecnologías de la Información aplicadas a la Educaciónspa
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dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAndamiaje metacognitivospa
dc.subjectAutoeficaciaspa
dc.subjectProcrastinación académicaspa
dc.subjectHabilidades metacognitivasspa
dc.subjectLogro académicospa
dc.subjectEstilo cognitivospa
dc.subjectDependencia-Independencia de Campo (DIC)spa
dc.subjectAprendizaje móvilspa
dc.subject.keywordsMetacognitive scaffoldingeng
dc.subject.keywordsM-Learningeng
dc.subject.keywordsSelf - Efficacyeng
dc.subject.keywordsAcademic procrastinationeng
dc.subject.keywordsMetacognitive skillseng
dc.subject.keywordsAcademic achievementeng
dc.subject.keywordsCognitive styleeng
dc.subject.keywordsField Dependence-Independence (DIC)eng
dc.titleInfluencia de un andamiaje metacognitivo sobre la procrastinacion el logro de aprendizaje y la autoeficacia en un ambiente mlearning en estudiantes de diferente estilo cognitivo.spa
dc.title.translatedInfluence of a Metacognitive Scaffolding on Procrastination, Learning Achievement, and Self-Efficacy in an m-Learning Environment Among Students with Different Cognitive Styles.eng
dc.typeinfo:eu-repo/semantics/masterThesisspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

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