Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
logo

Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Estrategias metacomprensivas de planificación lectora y su relación con la crítica reflexiva en universitarios limeños

Metacomprehensive reading planning strategies and their relationship with reflective criticism in university students from Lima
Publicado
2026-08-24
Introducción: La lectura crítica constituye una competencia esencial en la educación superior, especialmente en la capacidad del estudiante para interpretar, evaluar y reflexionar críticamente sobre la información contenida en los textos académicos. Objetivo: Determinar la relación entre las estrategias metacomprensivas de planificación lectora y la dimensión de reflexión crítica en estudiantes universitarios de Lima Metropolitana durante 2026. Metodología: Se desarrolló una investigación con enfoque cuantitativo, diseño no experimental, correlacional y transversal. La muestra estuvo conformada por 130 estudiantes de educación superior seleccionados mediante muestreo no probabilístico por conveniencia. Se aplicó un cuestionario tipo Likert validado mediante juicio de expertos (V de Aiken = 0,92) y con confiabilidad Alfa de Cronbach de 0,87. Los datos fueron analizados mediante estadística descriptiva y correlación de Pearson. Resultados: Los resultados evidenciaron que el 53,1 % de los estudiantes presentó un nivel medio de planificación metacomprensiva, mientras que el 60,8 % alcanzó un nivel medio en la capacidad de reflexionar con criticidad. El análisis correlacional mostró una relación positiva, moderada y estadísticamente significativa entre ambas variables (r = 0,591; p < 0,001), indicando que mayores niveles de planificación lectora se asocian con mejores capacidades de reflexión crítica. Conclusiones: Las estrategias metacomprensivas de planificación lectora constituyen un factor relevante para fortalecer la reflexión crítica en estudiantes universitarios. Su incorporación en los procesos formativos puede contribuir al desarrollo de lectores autónomos, analíticos y capaces de construir interpretaciones fundamentadas.
Introduction: Critical reading constitutes an essential competency in higher education, particularly regarding the student's ability to interpret, evaluate, and critically reflect on the information contained in academic texts. Objective: To determine the relationship between metacomprehensive reading planning strategies and the dimension of critical reflection in university students in Metropolitan Lima during 2026. Methodology: A quantitative research study was developed with a non-experimental, correlational, and cross-sectional design. The sample consisted of 130 higher education students selected through non-probability convenience sampling. A Likert-type questionnaire was applied, validated through expert judgment (Aiken’s V = 0.92) and with a Cronbach’s Alpha reliability of 0.87. Data were analyzed using descriptive statistics and Pearson’s correlation. Results: The results showed that 53.1% of the students presented a medium level of metacomprehensive planning, while 60.8% reached a medium level in the capacity for critical reflection. The correlational analysis showed a positive, moderate, and statistically significant relationship between both variables (r = 0.591; p < 0.001), indicating that higher levels of reading planning are associated with better critical reflection skills. Conclusions: Metacomprehensive reading planning strategies constitute a relevant factor in strengthening critical reflection in university students. Their incorporation into educational processes can contribute to the development of autonomous, analytical readers capable of constructing well-founded interpretations.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

Referencias

  1. Anggia, H. y Habók, A. (2024). University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’role in their English reading comprehension. PloS one, 19(11), e0313254. https://doi.org/10.1371/journal.pone.0313254
  2. Bakhtiari, Z., Narafshan, M. H. y Tajadini, M. (2023). The effect of implementing a critical thinking intervention program on English language learners’ critical thinking, reading comprehension, and classroom climate. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 15. https://doi.org/10.1186/s40862-023-00188-3
  3. Baki, Y. (2025). The impact of critical listening and critical reading on critical thinking. Behavioral Sciences, 15(1), 34. https://doi.org/10.3390/bs15010034
  4. Bjorn, G. (2024). The ceric method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course. Frontiers in Education, 9, 1257747. https://doi.org/10.3389/feduc.2024.1257747
  5. Cardenas, M., Meléndez, J. y Valencia, L. L. (2026). Systematic review on the implications of critical thinking in students. Revista InveCom, 6(1). https://doi.org/10.5281/zenodo.15616871
  6. Cebollero, A., Mauri, M. y Denoni, M. (2025). Deep learning in spanish university students: The role of digital literacy and critical thinking. Education Sciences, 15(9), 1183. https://doi.org/10.3390/educsci15091183
  7. Dessie, E., Gebeyehu, D. y Eshetu, F. (2024). Motivation, conceptual understanding, and critical thinking as correlates and predictors of metacognition in introductory physics. Cogent Education, 11(1), 2290114. https://doi.org/10.1080/2331186X.2023.2290114
  8. Dwyer, C. (2023). An evaluative review of barriers to critical thinking in educational and real-world settings. Journal of Intelligence. https://doi.org/10.3390/jintelligence11060105
  9. Ghimire, N. y Mokhtari, K. (2025). Evaluating the predictive power of metacognitive reading strategies across diverse educational contexts. Large-Scale Assessments in Education, 13(1), 4. https://doi.org/10.1186/s40536-025-00240-3
  10. Jaramillo, D. L., Álvarez, A. J., Parada, A. E., Pérez, C. A., Bedoya, D. H. y Sanabria, R. K. (2025). Determining factors for the development of critical thinking in higher education. Journal of Intelligence, 13(6), 59. https://doi.org/10.3390/jintelligence13060059
  11. Kerneža, M. (2025). Metacognitive strategies for reading scientific and sustainability-related content in digital and print media. SCIENCE AND TECHNOLOGY EDUCATION: EXPECTATIONS AND EXPERIENCES. Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025), Šiauliai, 16–19. https://doi.org/10.33225/BalticSTE/2025.120
  12. Khurram, B. A. (2023). The impact of metacognitive instruction on ESL university level students’ awareness and use of the reading strategies. Sage Open, 13(2), 21582440231179695. https://doi.org/10.1177/21582440231179695
  13. Le, H. V., Nguyen, T. A. D., Le, D. H. N., Nguyen, P. U. y Nguyen, T. T. A. (2024). Unveiling critical reading strategies and challenges: a mixed-methods study among English major students in a Vietnamese higher education institution. Cogent Education, 11(1), 2326732. https://doi.org/10.1080/2331186X.2024.2326732
  14. Li, C. S. y Wan, R. (2022). Critical reading in higher education: A systematic review. Thinking Skills and Creativity, 44, 101028. https://doi.org/10.1016/j.tsc.2022.101028
  15. Li, S., Wang, Z., Wang, J. y He, J. (2024). Metacognition predicts critical thinking ability beyond working memory: Evidence from middle school and university students. Thinking Skills and Creativity, 53, 101572. https://doi.org/10.1016/j.tsc.2024.101572
  16. Ossa, C. J., Rivas, S. F. y Saiz, C. (2023). Relation between metacognitive strategies, motivation to think, and critical thinking skills. Frontiers in psychology, 14, 1272958. https://doi.org/10.3389/fpsyg.2023.1272958
  17. Pereles, A., Ortega, B. y Lázaro, M. (2024). The power of metacognitive strategies to enhance critical thinking in online learning. https://doi.org/10.3926/jotse.2721
  18. Rivas, S. F., Saiz, C. y Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219
  19. Rojas, R. A., Alca, J., Alegría, C. M. y Nina, E. E. (2025). Relación entre las estrategias metacognitivas y el aprendizaje autónomo en estudiantes universitarios de Lima (Perú). Formación universitaria, 18(5), 149-158. http://dx.doi.org/10.4067/s0718-50062025000500149
  20. Romero, M. (2024). Estrategias metacognitivas para potenciar la lectura en estudiantes del nivel elemental. 28(122). https://ve.scielo.org/scielo.php?script=sci_abstract&pid=S1316-48212024000100083&lng=es&nrm=iso
  21. Shafieieh, M., Ozturen, A., Rezapouraghdam, H. y Karatepe, O. M. (2024). Does critical thinking mediate the relationship between sustainability knowledge and tourism students’ ability to make sustainable decisions? Sustainability, 16(13), 5655. https://doi.org/10.3390/su16135655
  22. Tao, X., Hanif, H. y Lieqin, W. (2025). The effects of self-regulated learning strategies on academic procrastination and academic success among college EFL students in China. Frontiers in psychology, 16, 1562980. https://doi.org/10.3389/fpsyg.2025.1562980
  23. Tesfay, H. y Weldeyohannes, M. Z. (2025). Cultivating Students’ Reading Skills: Inspiring Reading Comprehension and Motivation Through Critical Reading Strategies. Sage Open, 15(3), 21582440251367189. https://doi.org/10.1177/21582440251367189
  24. Vides, E. J. (2026). Lectura crítica en la era de la Inteligencia Artificial Generativa, potencialidades y riesgos en la escuela. Revista Internacional de Pedagogía e Innovación Educativa, 6(1), 89-116. https://doi.org/10.51660/ripie61360
  25. Yang, A., Sulaiman, N. A. y Yaccob, N. S. (2025). Enhancing critical thinking skills for higher education students through English reading modules: a systematic review. Cogent Education, 12(1), 2587466. https://doi.org/10.1080/2331186X.2025.2587466