<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552020000300453</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La dependencia innecesaria en el profesor: resultados de la corrección sistemática sobre el efecto Dunning-Kruger en un contexto educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Unnecessarily tied to the professor: the outcomes of systematic correction on the Dunning-Kruger effect in an educational context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vílchez]]></surname>
<given-names><![CDATA[Jose Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cuenca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>453</fpage>
<lpage>464</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552020000300453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552020000300453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552020000300453&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  El efecto Dunning-Kruger es el sesgo cognitivo por el cual los individuos incompetentes sobreestiman sus propias habilidades o subestiman las verdaderas habilidades en los demás. El artículo tiene como objetivo demostrar los efectos de la dependencia de la retroalimentación del profesor en la superación del desconocimiento de sus propias habilidades.  Métodos:  El estudio es una investigación cuantitativa, cuasi-experimental y descriptiva. Primeramente, se compararon el sesgo cognitivo en su autoevaluación-rendimiento real de los malos estudiantes con respecto a los buenos estudiantes (primera VI) en estudiantes de tercer ciclo de la asignatura de &#8220;Neurofisiología&#8221;. Posteriormente, se volvió a evaluar el conocimiento con una segunda prueba después de la retroalimentación de los fallos de los estudiantes como segunda variable independiente.  Resultados: Los resultados apuntan a que, en la primera prueba, hay un efecto Dunning-Kruger de un significativo mayor sesgo cognitivo en la autoevaluación entre los malos estudiantes y los buenos estudiantes. Para la segunda prueba (después de la retroalimentación sistemática del profesor de los fallos en la primera prueba) desaparece este efecto entre los malos estudiantes y los buenos estudiantes. Existe, además, un decremento significativo en este sesgo cognitivo de autoevaluación en el grupo de malos estudiantes entre la primera y la segunda prueba.  Conclusión:  Este estudio demuestra que existe efecto Dunning-Kruger en el contexto educativo y una dependencia en la retroalimentación dada por el docente, debida a la inhabilidad del estudiante de ser consciente de su propio conocimiento (lo cual evita su progreso).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective: The Dunning-Kruger effect is the cognitive bias by which incompetent individuals overestimate their own abilities or underestimate others&#8217;. This paper aims at describing the effect of the professor&#8217;s feedback on individual self-assessment of their individual&#8217;s potentials.  Methods: The study is a quantitative, quasi-experimental and descriptive research. First, the cognitive bias in the self-evaluation-real performance of bad students was compared to good students (first VI), "Neurophysiology", third semester class. Then, after receiving teacher&#8217;s feedback, participants were given a second test for assessing a second variable.  Results:  The findings point out that there is a Dunning-Kruger effect showing a significantly greater cognitive bias in the self-evaluation between bad students and good students. For the second test (after the systematic teacher&#8217;s feedback of individual errors, this effect between disappears, both in bad students and good students. Furthermore, there is a significant decrease in this cognitive self-assessment bias in the group of poor students between the first test and second test.  Conclusion:  This study shows that there is a Dunning-Kruger effect in the educational context and a dependency on the feedback given by the professor, due to the student's inability to be aware of their own knowledge (which prevents their progress).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Efecto Dunning-Kruger]]></kwd>
<kwd lng="es"><![CDATA[independencia cognoscitiva]]></kwd>
<kwd lng="es"><![CDATA[autoconocimiento]]></kwd>
<kwd lng="es"><![CDATA[autocontrol]]></kwd>
<kwd lng="es"><![CDATA[autodescubrimiento]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="en"><![CDATA[Dunning-Kruger effect]]></kwd>
<kwd lng="en"><![CDATA[educational autonomy]]></kwd>
<kwd lng="en"><![CDATA[self-concept]]></kwd>
<kwd lng="en"><![CDATA[self-control]]></kwd>
<kwd lng="en"><![CDATA[self-discovery]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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