Influencia de un andamiaje metacognitivo sobre el logro de aprendizaje, el automonitoreo y la procrastinación entre estudiantes con diferente estilo cognitivo en un ambiente e-learning.

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dc.contributor.advisorLópez Vargas, Omarspa
dc.contributor.authorAntonio Fernandez, Miguel Angelspa
dc.coverage.spatialBogotá, Colombiaspa
dc.coverage.temporal2024spa
dc.date.accessioned2025-03-12T16:03:48Z
dc.date.available2025-03-12T16:03:48Z
dc.date.issued2024
dc.description.abstractEl presente trabajo busca examinar una posible relación entre la procrastinación, el logro de aprendizaje y la autorregulación, por medio de un andamiaje metacognitivo en un ambiente e-learning desarrollado en el aplicativo web Genialy sobre algunas propiedades específicas de la materia. En el estudio participaron 62 estudiantes de cuatro cursos del grado séptimo de una institución privada de Bogotá. Los cursos fueron asignados aleatoriamente en dos grupos, el primero tenía un andamiaje enfocado en el desarrollo de habilidades de automonitoreo de sus aprendizajes y el segundo no tenía disponibilidad de este andamiaje. Se utilizó el cuestionario MAI para medir el desarrollo de habilidades autorreguladoras, un cuestionario PASS para la medición de la procrastinación y se realizó un análisis multivariante de varianza. Los resultados arrojaron que los andamiajes metacognitivos aportan significativamente en el desarrollo de las primeras etapas del aprendizaje autorregulado, como lo es la planificación.spa
dc.description.abstractenglishThis study explores the potential relationship between procrastination, learning achievement, and self-regulation through the use of metacognitive scaffolding in an e-learning environment. The platform was developed using the web-based application Genial.ly and focused on specific properties of matter. The study involved 62 seventh-grade students from four classes at a private school in Bogotá. These classes were randomly assigned to two groups: one received scaffolding designed to develop self-monitoring skills in learning, while the other had no access to this support. To assess self-regulation skills, the MAI questionnaire was used, while procrastination was measured with the PASS questionnaire. A multivariate analysis of variance was conducted, revealing that metacognitive scaffolding significantly contributes to the early stages of self-regulated learning, particularly in the planning phase.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en Tecnologías de la Información aplicadas a la Educaciónspa
dc.description.researchareaCOGNITEKspa
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/20.500.12209/20909
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.subjectAprendizaje autorreguladospa
dc.subjectSecundariaspa
dc.subjectProcrastinaciónspa
dc.subjectEstilo cognitivospa
dc.subject.keywordsMetacognitive scaffoldingeng
dc.subject.keywordsSelf - Regulated learningeng
dc.subject.keywordsMiddle schooleng
dc.subject.keywordsProcrastinationeng
dc.subject.keywordsCognitive styleeng
dc.titleInfluencia de un andamiaje metacognitivo sobre el logro de aprendizaje, el automonitoreo y la procrastinación entre estudiantes con diferente estilo cognitivo en un ambiente e-learning.spa
dc.title.translatedInfluence of a Metacognitive Scaffolding on Learning Achievement, Self-Monitoring, and Procrastination Among Students with Different Cognitive Styles in an E-Learning Environmenteng
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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