REYES MUÑOZ, GABRIEL EDUARDO
Preferred name
REYES MUÑOZ, GABRIEL EDUARDO
Main Affiliation
Email
gabrielreyes@udd.cl
ORCID
0000-0002-3915-1119
Scopus Author ID
56381070700
23 results
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Item type:Publication, The Confidence Database(2020)11Scopus© Citations 112 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Meditation focused on self-observation of the body impairs metacognitive efficiency(2019); Scopus© Citations 15 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Facets of metacognition and their impact on associative learning(Springer Science and Business Media LLC, 2025-10-01); Jérôme SackurScopus© Citations 1 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Students With High Metacognition Are Favourable Towards Individualism When Anxious(2022); <jats:p>Metacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one’s own skills and act accordingly, in order to maximise one’s own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.</jats:p>1 1Scopus© Citations 5 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Social cues for experimenter incompetence influence choice blindness(Elsevier BV, 2025-07); Jérôme Sackur3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, 27 1Scopus© Citations 8 - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Comparing experience- and description-based economic preferences across 11 countries(2024)Scopus© Citations 2 1
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