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DOI:
https://doi.org/10.21071/skopos.v13i.15319Abstract
This paper explores the characteristics of metacognitive experiences and manifestations of distress in trainee interpreters in relation to an interpreting task in order to provide a source of information and reference to theory for the didactics of interpreting, which allows understanding the connections between the variables from an academic, metacognitive, and psychological perspective.
For this purpose, research was conducted under a mixed approach, using three data collection instruments: Rivera's Stress Reactivity Index (IRE-32), which allows the identification of negative stress reactors (distress) immediately after the interpretation task and their relationship with metacognitive experiences. The Horowitz Impact of Event Scale, which allows identifying and characterizing internal factors related to the posttraumatic stress response as well as different aspects of the metacognitive experiences, and the semi structured interview, which provides information related to the stressors during the interpretation task, allowing it to be related to the exercise and the previous knowledge learned.
It was found that students show negative reactivity to stress, in this case referred to as distress, in results such as: frustration, confusion, anxiety, lack of concentration, among others; and in reference to the expectations in their metacognitive experiences, they also stated that they felt overwhelmed in relation to their ability to recognize their aptitudes, skills and knowledge to perform the interpretation exercise adequately.
Key words: distress, eustress, interpretation, metacognitive experiences.
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