Resumo

ZARATE, Carlos Enrique Bernardo; ROJAS, Claudia Noemi Rivera; QUEREVALU, Pedro Eche  e  MENDOZA, Víctor Enrique Lizama. Metacognitive strategies and autonomous learning in education students at the Federico Villarreal National University. Horizontes Rev. Inv. Cs. Edu. [online]. 2023, vol.7, n.28, pp.1002-1012.  Epub 09-Fev-2023. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v7i28.570.

Nowadays, pedagogical approaches demand the urgent need to empower students with autonomy in the construction of their learning, making use of metacognitive strategies. Therefore, the objective was to determine the relationship between metacognitive strategies and the development of autonomous learning in second year students of the Faculty of Education. Methodology, the research is descriptive correlational, non-experimental design, cross-sectional, universe 122 students. The sample is made up of 93 students. The data collection technique used is the survey and the instrument is the questionnaire. Results, If P = 0.000 < 0.05, the null hypothesis is not accepted, therefore, the alternative hypothesis is accepted. Therefore, there is a statistically significant relationship between metacognitive strategies and autonomous learning. The correlation is equal (Rho=.787), corresponding to a strong positive correlation. Conclusion, there is a significant correlation between the awareness of metacognitive strategies and the development of autonomous learning in the second year students of the Faculty of Education.

Palavras-chave : Autonomous learning; Collaborative learning; Control; Metacognitive strategies; Planning.

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