METACOGNITION AND MOTIVATION RELATIONSHIP IN A HYBRID PBL APPROACH

Undoubtedly, Problem-Based Learning, PBL, is one of the most widespread and adopted pedagogical strategies in recent decades. The learning environment that this methodology promotes makes it possible to establish the conditions that lead to active, contextualized, integrated and comprehensively oriented learning, providing opportunities to reflect on the educational experience and apply what has been learned. The learning goals that can be achieved in a PBL context are affected not only by factors of an intellectual nature, but also by the willingness to learn, by the interest in knowledge, as a basic and necessary condition of learning. Academic motivation thus implies a complicated interrelation of various cognitive, affective and social components that involve students and teachers. The level of motivation reached by the student not only ensures their initial engagement, but also influences their willingness to deploy the necessary and permanent effort essential for the acquisition of complex knowledge and the development of cognitive and metacognitive skills. Motivation is thus one of the main components promoted by PBL, together with the knowledge structure and metacognitive functions. In particular, the relationship between motivation and metacognition is quite strong and interdependent since the former is necessary to trigger the metacognitive processes and, at the same time, when the subject is aware that he can control and regulate his own learning processes, he strengthens his motivation to stay in that process. This paper reports the results of evaluating the relationship between achievement motivation, from an attributional perspective, and the regulatory components of metacognition in the context of a general chemistry course in the first year of engineering at a Peruvian university, where it was implemented a hybrid PBL approach. The assessment of study variables was carried out through the application of the Modified Achievement Motivation Scale (EAML-M) and Metacognitive Activities Inventory (MCAI). The results obtained provide evidence of the mutual influence of these variables in the context of a hybrid PBL process.