Bibliographic citations
Romani, V., (2023). Estrategias metacognitivas, regulación emocional y rendimiento académico en estudiantes de una universidad privada en Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24502
Romani, V., Estrategias metacognitivas, regulación emocional y rendimiento académico en estudiantes de una universidad privada en Lima []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24502
@misc{renati/20758,
title = "Estrategias metacognitivas, regulación emocional y rendimiento académico en estudiantes de una universidad privada en Lima",
author = "Romani Valdivieso, Víctor Alejandro",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
The aim of this study was to explore the relationship between metacognition, emotion regulation strategies and academic achievement in a sample of students from 16 to 26 years old (N=196), from a private university in Lima, Peru. To do this, it was proposed as a preliminary objective to evaluate the psychometric properties of the measurement instruments. In addition, the specific objectives were to explore the associations between metacognitive and emotion regulation strategies, and to identify the existence of differences in these variables according to gender and academic discipline. The scales used were the State Metacognitive Inventory [SMI] (O’Neil y Abedi, 1996) and the Academic Emotion Regulation Questionnaire [AERQ] (Buric et al., 2016). The results showed that academic achievement had a positive and significant correlation with the self-monitoring subscale of the SMI (r = .16, p < .05). As well, the total score and the subscales of the SMI had significant relationships with the emotion regulation strategies of venting, avoiding situations, seeking social support, respiration, and development of competences. Finally, it was found significant differences in the scores of metacognitive and emotion regulation strategies by gender and academic discipline. These results and their implications in the educational context are discussed
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