The relationship between learning strategies, motivation and academic performance in students at UNAF

Abstract

This research originated from the interest in exploring the motivation students who attend the four different faculties from the National University of Formosa (UNAF, in Spanish) have, in order to describe the achievement of self-regulated learning considering the learning strategies used by students.

This research is considered relevant because it will provide specific information about the type of strategies and motivation students have. The theoretical construct of self-regulated learning is related to the forms of independent and effective academic learning which implies metacognition, intrinsic motivation and strategic action (Perry, 2002). Learning about the characteristics of self-regulated students could allow teachers to generate learning plans (strategies) to obtain a better academic performance from students. The aim is to think of plans from the teachers’ perspective which can generate significant learning for students so that the teaching-learning process can be fostered or, at least, it can invite teachers to reflect, at an intrainstitutional level, on what they do when they teach, how they do when they teach, what they intend to teach and what students actually learn.