Trainings of the metamneconics judgments and involvement in the academic achievement
DOI:
https://doi.org/10.17979/reipe.2015.0.01.671Keywords:
mental imagery, metamnemonic judgments, academic achievementAbstract
This study was developed during the course of the teaching of the subject of Psychology of Art in Fine Arts degree (second year of the Faculty of Fine Arts at the University of Vigo). The aim of this study was to determine the relationship between different variables metamemory (Ease of Learning, Judgment of Learning and Confidence Level) during the course, and the relationship between these variables and academic performance and capacity image on a sample of 90 students. From the results it should be noted that training in the assessment of metamnemonic judgments increased the correlation between judgments as they passed the course, generating a trend in the response we believe is the result of learning. Furthermore, showed high and significant correlations between metamnemonic judgments and final evaluation in the subject.Downloads
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