Relationship between metacognitive strategies and autonomous learning in university students from Lima (Peru)

Rojas-Ortega R.A.; Alca-Gómez J.; Alegría-Bernal C.M.; Nina-Cuchillo E.E. · Formacion Universitaria (2025) · DOI: 10.4067/s0718-50062025000500149

Resumen

This research study aims to assess the relationship between metacognitive strategies and autonomous learning in students at a higher education center in Lima, Peru. The methodology applied is quantitative, non-experimental, cross-sectional, and correlational. The sample consists of 152 students selected through simple random sampling. A survey technique is used for data collection and a structured questionnaire is applied as an instrument. The results show that 56.6% of the students display deficient levels of metacognitive strategies and 63.8% display low levels of autonomous learning. Inferential analysis using Spearman’s coefficient show a moderate and significant positive correlation between both variables (rho = 0,594; p = 0,000), thus rejecting the null hypothesis. It is concluded that strengthening metacognitive strategies favors the development of autonomous learning in university contexts.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Privada de Tacna; Universidad Católica de Santa María; Universidad César Vallejo