Metacognición y músicauna revisión del ámbito de aplicación

  1. José Fernando Fernandéz-Company 1
  2. María García Rodríguez 1
  3. Virginia Jiménez 2
  1. 1 Universidad Internacional de La Rioja, Facultad de Humanidades
  2. 2 Universidad Complutense de Madrid, Facultad de Trabajo Social
Revista:
Revista iberoamericana de diagnóstico y evaluación psicológica

ISSN: 1135-3848

Año de publicación: 2022

Título del ejemplar: Avances en Medición en Psicología

Volumen: 5

Número: 66

Páginas: 157-172

Tipo: Artículo

DOI: 10.21865/RIDEP66.5.12 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista iberoamericana de diagnóstico y evaluación psicológica

Resumen

Aunque muchas personas cursan estudios de música en conservatorios españoles, solo una de cada diez logra concluirlos. El objetivo de esta revisión es conocer la eficacia del uso de estrategias metacognitivas en la mejora del aprendizaje y motivación del alumnado en este campo y si ello influye en el abandono de los estudios. Se realizó una búsqueda estratégica consultando las siguientes bases de datos científicas: PubMed, Web of Science, Wiley Online Library, ERIC y Springer. Se seleccionaron 13 trabajos entre un conjunto de 420 fuentes identificadas, con un total de 327 participantes con edades comprendidas entre los 8 y 60 años. Se presupone que, mediante la enseñanza deliberada de estrategias metacognitivas, se consigue mejorar el aprendizaje significativo, incrementando el bienestar, autonomía y motivación del alumnado de música evitando, de este modo, el elevado abandono de sus estudios. Se discuten los resultados, exponen limitaciones e incluyen propuestas para futuras investigaciones.

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