Metacognition-Communication relationship: Proposed actions for effective communication in Psychology students

Abstract

The objective of this study is to disseminate actions based on the relationship between metacognition and communication that foster, from the training process, the achievement of effective communication in blended-learning Psychology students. The following theoretical methods were implemented: analysis-synthesis and induction-deduction; empirical methods: document analysis, observation, and interviews; and statistical-mathematical methods: percentage analysis. The proposed actions address the demands of competence-based training within the framework of the E curriculum, the specificities of communication, and specifically the development of communicative competence; as well as the need for the dimensions of metacognition to be expressed in actions aimed at the effective development of communication. The importance of guiding students toward: identifying the objective of the activity, the conditions of the communicative situation, and possible metacognitive actions to apply for the continuous improvement of verbal and nonverbal communication is emphasized. The treatment of the metacognition-communication relationship transcends its mere application to professional practice and positively impacts student behavior in different contexts. The teacher's role is essential to ensure that the orientation toward the activity, its execution, and evaluation consider elements that stimulate metacognitive development in students. This should be a topic of analysis within the program, discipline, and subject groups for the assessment of intra and interdisciplinary links, aimed at optimal treatment of the metacognition-communication relationship.