Metacognition as a strategy to achieve learning in university students
DOI:
https://doi.org/10.5281/zenodo.14867733Keywords:
higher education, educational strategies, assessment, metacognition, planningAbstract
The main objective of this research was to analyze the relationship between the use of metacognitive strategies and academic performance in university students. To do so, the study adopted a quantitative approach with a correlational and cross-sectional design. In addition, 54 sixth-cycle students from the Faculty of Education of a public university in the city of Ica were selected as a study sample. Regarding data collection, the instruments used were: the report card and a questionnaire composed of closed questions and measurement scales, which facilitated the quantification of the results. These revealed a positive correlation between both variables, which showed that the greater the use of metacognitive strategies, such as planning, evaluation and control of mental learning processes, the greater the academic performance. These findings underline the importance of strengthening metacognitive self-regulation to optimize learning management. Consequently, the study concluded that it is essential to implement training programs in metacognitive strategies, provide personalized tutoring to low-performing students, and promote self-assessment and critical reflection on the learning process. These actions contribute to academic development and greater autonomy in student learning.
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