ACADEMIC PERFORMANCE AND THE LEVEL OF USE OF METACOGNITIVE SELF-REGULATORY LEARNING STRATEGIES BY ACCOUNTING STUDENTS
DOI:
https://doi.org/10.22478/ufpb.2318-1001.2022v10n3.61498Abstract
Objective: analyze the relationship between academic performance and the level of use of metacognitive self-regulated learning strategies by accounting students.
Method: the study approach was quantitative, using exploratory factor analysis, Structural Equation Modelling and Multiple Linear Regression to answer the research question. The sample of the study initially comprised 107 students of Accounting Graduate in the modality of face-to-face teaching of three public Universities that fully answered the research instrument.
Results: the data were first processed through an exploratory factorial analysis, which allows the indication of the necessary amount of factors, to define the constructs used in the structural equations. In addition, a multiple regression was performed to verify the strategies that influence in the performance.
Conclusions: indicate that students who self-evaluate and seek help from teachers, colleagues, or specialists are the ones who achieve the best academic performance. Thus, it can be concluded that academic performance may be related to the level of use of the metacognitive strategies of self-regulated learning.
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