RELATIONSHIPS BETWEEN METACOGNITION, LEARNING STRATEGIES AND EMOTIONS IN
UNIVERSITY STUDENTS
Abstract
The purpose of this article is to analyze the relationship between
metacognition, learning strategies and academic emotions in 1096
university students belonging to different academic programs from a
Colombian higher education institution. To this end, a principal
component factor analysis was performed to reduce the dimensions
represented in the items of the instruments used and structural equation
modeling (SEM) was applied to explain the existing interrelationships
among the three variables studied. The findings show that there is a
positive relationship between metacognition and learning strategies and
these, in turn, with positive academic emotions; on the contrary,
negative academic emotions have a negative relationship with learning
strategies and metacognition, which leads us to conclude that
metacognition fosters learning strategies and negative academic emotions
discourage it.