Explorando el impacto de la reflexión cognitiva y la calibración sobre tareas creativas científicas en la educación secundaria
DOI:
https://doi.org/10.31637/epsir-2026-1991Palabras clave:
creatividad científica, creatividad, metacognición, calibración, reflexión cognitiva, nivel académico, género, educación secundariaResumen
Introducción: Dada la relevancia que la creatividad tiene en la educación y sus vínculos con las estrategias metacognitivas, los objetivos de esta investigación se centraron en la evaluación de la creatividad científica convergente (CCC) y en la influencia de la calibración, reflexión cognitiva, nivel académico y género sobre ella. Metodología: Se realizó una investigación cuantitativa transversal ex post facto. Participaron 153 estudiantes (86 chicos y 67 chicas) de tres cursos diferentes de la educación secundaria española. Se administraron tres pruebas, una de CCC de dos ítems, una de calibración de dos ítems y una de reflexión cognitiva de ocho ítems. Resultados y discusión: Las puntuaciones de CCC fueron bajas. Esta CCC sólo se correlacionó de forma significativa (y positiva) con calibración y reflexión cognitiva. Un análisis de regresión señaló a la calibración como la única variable predictiva significativa de la CCC. Un análisis de mediación mostró que la calibración actuó como mediadora entre reflexión cognitiva y CCC. Conclusiones: Estos resultados sugieren que: a) la formación académica en secundaria tuvo escaso efecto sobre la CCC; b) la variable que más influyó en la CCC fue la calibración; y c) la reflexión cognitiva tuvo un efecto indirecto significativo sobre la CCC.
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Derechos de autor 2025 Mireia Cifre-Herrando, Joan Josep Solaz-Portolés, Vicente Sanjosé López
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