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A deeper understanding of what factors influence metacognition has never become more pressing than in today's digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international protocol to measure metacognition in Spanish-speaking university students (N = 1,461) in 12 cultures in Latin-America and Spain, employing both a subjective measure of metacognitive awareness (the Metacognitive Awareness Inventory [MAI]) and various metrics of objective metacognitive monitoring across three domains of learning--vocabulary, probabilities (mathematical reasoning), and paper folding (visual-spatial reasoning). Data were subsequently compared across the various cultures with subjective metacognitive awareness and the raw frequencies of the four mutually exclusive cells of the 2 × 2 performance/judgment array as outcomes. Results revealed significant differences regarding both macro-level components of subjective metacognitive awareness, knowledge and regulation of cognition. Further, significant and meaningful differences emerged for the raw frequencies of the four mutually exclusive cells as a function of culture, especially for vocabulary, in which differences among cultures emerged for all four cells. Implications for metacognitive research, theory, and practice are discussed.

Gender role ideologies are embedded in cultural values and assumptions about life. Women's greater endorsement of egalitarian beliefs may stem from gender differences in world views as indexed by social axioms. The purpose of this study was to examine potential mediators of gender differences in gender ideologies among university students in Guatemala, a country where traditional views are prevalent. Participants, 2,134 university students from nine campuses in different regions of Guatemala (43% male, 85% emerging adults), completed a Social Axioms Scale, along with three culturally relevant measures of gender ideology: the Historic-Sociocultural Premises Scale (HSCP) and the Machismo Measure that taps both traditional machismo and caballerismo (gentlemanliness). Consistent with previous research in other countries, men held more traditional attitudes about gender and the family than did women on all measures. Gender differences on all scales were mediated by cynicism and religiosity. Fate control mediated the gender differences in traditional machismo and the HSCP. These findings suggest that Guatemalan women and men through socialization, cultural demands, and life experiences develop gender-specific ways of viewing the world, and their attitudes about gender roles are shaped by those worldviews. The achievement of gender equality, a U.N. sustainable development goal, may require attention to the underlying world views of women and men. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of gender. Similarly, there were no significant or meaningful differences between dyslexic males and females in the cognitive processes involved in reading. Therefore, gender differences do not appear to be characteristic of developmental dyslexia. [ABSTRACT FROM AUTHOR]