Metacognitive Strategies and Academic Achievement Motivation in University Students from Arequipa (Peru); [Estratégias metacognitivas e motivação de realização acadêmica em estudantes universitários de Arequipa (Peru)]

Arias-Gallegos W.L.; Rivera R.; Aroca-Ramírez G.M.; Córdova-Torres D.V. · Revista Colombiana de Educacion (2024) · DOI: 10.17227/rce.num93-20042

Resumen

This research paper analyzes the relationships between metacognition and academic achievement motivation in university students, based on previous reports that indicate the existence of positive correlations between both constructs. For this, a non-probabilistic sample of 157 Psychology students from a private university in Arequipa, a city located in southern Peru, was taken, of which 72.6% were women and 27.4% were men with an average age of 18.5 years. The O'Neil and Abedi (1996) Metacognitive Strategies Inventory and the Academic Achievement Motivation Test (Thornberry, 2003), both validated in Peru, were applied. The results suggest that metacognitive strategies are positively correlated with academic achievement motivation, and that Self-knowledge dimension positively impacts academic achievement motivation, as does being female.

Instituciones: Universidad Católica San Pablo