Exploring Metacognition in a Spanish-Speaking Population: Adaptation and Validation of the Metacognition Self-Assessment Scale (MSAS)
Bibliographic record
Abstract
Background/objectives: The study aimed to adapt and validate the Metacognition Self-Assessment Scale (MSAS) for Spanish-speaking populations. Metacognition, a multi-dimensional construct, holds a crucial role in understanding diverse psychological disordersand cognitive processes. Employing a modular approach to metacognition, the investigation focuses on specific sub- functions of metacognition such as self-monitoring, self-evaluation, and strategy selection. Method: A sample of 138 Spanish-speaking individuals partook in the study, which encompassed the translation of the MSAS and the execution of reliability and validity tests. Results: The results from confirmatory factor analysis support the originalfour-factor structure of the MSAS, including Self-Reflectivity, Critical Distance, Mastery of Coping Strategies, and Understanding Other Minds. Additionally, the study established convergent validity of the MSAS with the Toronto Alexithymia Scale (TAS-20), demonstrating a strong negative correlation between the two instruments. Conclusions: The successful adaptation and validation of the Spanish version of the MSAS holds substantial clinical implications for psychotherapeutic interventions and may provide insights into metacognitive processes for psychological well-being.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".