METACOGNITIVE KNOWLEDGE AND MONITORING IN CREATIVITY TESTS
Abstract
Metacognitive knowledge, one of the dimensions of metacognition, can be understood as understanding one's own cognitive skills. Monitoring corresponds to the ability to observe, reflect and experience the progress of cognitive processes and tends to be evaluated through judgments about performance. From a cognitive point of view, creativity is the name given to a group of processes that tend to facilitate the development of new and unprecedented forms of grouping. The present study aimed to investigate the metacognitive knowledge and monitoring of 171 university students during the Torrance Creative Thinking Tests – Figural and Verbal Versions. They collectively performed the creativity tests and were asked to issue estimates of their knowledge and performance. The results indicated that the relationship between metacognitive knowledge and participants' performance on creativity tests was weak and not significant. Correlations between metacognitive monitoring and test performance followed the same trend. In this way, it was possible to verify the difficulties of university students in knowing their creative abilities and accurately evaluating them.
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References
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