Estrategias metacognitivas y habilidades sociales en estudiantes con discapacidad de una universidad privada en Quito durante el periodo septiembre 2024 a diciembre 2024

Abstract

Metacognitive strategies are techniques used to plan, monitor, and evaluate one’s own learning. On the other hand, social skills are a set of abilites that enable effective and satisfactory interaction with others. The present study evaluates both variables, their impact, and correlation in 35 undergraduates with disabilities (whether auditory, physical, intellectual, psychosocial, or visual) at a private university in Quito. The methodology used was quantitative, descriptive-correlational, non-experimental, and cross-sectional Favieri’s Inventory of General Metacognitive Strategies (IEMG), which consists of 8 dimensions, and Goldstein’s Social Skills Scale (EHS) to measure the total Social Skills, were applied. It was found that metacognitive strategies and social skills have a positive correlation: students with better metacognitive strategies tend to have better social skills.