Análisis de la relación entre el rendimiento académico y las estrategias metacognitivas y motivacionales

Adriana  Castro Camelo; Francisco  Conejo Carrasco; Luz Elena Quintero Castrillón; John Alexander Vega Oviedo

doi:10.19052/ap.vol1.iss78.8

No. 78 (2021) , Artículos de reflexión

No. 78 (2021) | Artículos de reflexión | Published 2022-07-15

Incidence of metacognitive strategies and motivational strategies on academic performance

https://doi.org/10.19052/ap.vol1.iss78.8

Adriana Castro Camelo⁺⁻
Francisco Conejo Carrasco⁺⁻
Luz Elena Quintero Castrillón⁺⁻
John Alexander Vega Oviedo⁺⁻

Adriana Castro Camelo

Unach (México)

Francisco Conejo Carrasco

Uniminuto

Luz Elena Quintero Castrillón

Institución Educativa General Francisco de Paula Santander

John Alexander Vega Oviedo

Institución Educativa General Francisco de Paula Santander

Abstract

This study investigates the reasons for the low academic performance of high school students. The research objective was to determine the incidence of metacognitive and motivational strategies on the academic performance. The sample consisted of 21 students between the ages of 15 and 18, who were simultaneously in 6th and 7th grade. The design was quantitative, non-experimental, of correlational scope, and for data collection, school grades were used as document reviews and two questionnaires: MAI and MSLQ. The data indicated that the students’ academic performance was not linked to their idea of competence, that the infrequent use of metacognitive strategies corresponds to low academic performance and that the influence of motivational strategies was hardly perceptible.

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Keywords

Metacognitive strategies
motivation strategies
academic performance

How to Cite

Incidence of metacognitive strategies and motivational strategies on academic performance. (2022). Actualidades Pedagógicas, 78, e1576. https://doi.org/10.19052/ap.vol1.iss78.8