ESTILOS DE APRENDIZAJE Y ESTRATEGIAS METACOGNITIVAS EN ESTUDIANTES DE LA UNIVERSIDAD NACIONAL DE CAÑETE.

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Bibliographic Details
Title:	ESTILOS DE APRENDIZAJE Y ESTRATEGIAS METACOGNITIVAS EN ESTUDIANTES DE LA UNIVERSIDAD NACIONAL DE CAÑETE.
Alternate Title:	LEARNING STYLES AND METACOGNITIVE STRATEGIES IN STUDENTS OF THE NATIONAL UNIVERSITY OF CAÑETE.
Authors:	Saldivar-Villarroel, Juan¹ jsaldivar@undc.edu.pe, Veronica Cruz-Martínez, Raymunda¹ rcruz@undc.edu.pe
Source:	Contextos Educativos. 2026, Issue 37, p303-327. 25p.
Subject Terms:	Metacognition, Cognitive styles, Teaching methods, Educational technology, Academic achievement, College students, *Higher education
Abstract (English):	Learning and adapting to new educational environments represent a constant challenge for university students. In this context, this study analyzes the relationship between learning styles and metacognitive strategies, with the aim of contributing to the design of more effective pedagogical approaches in higher education. The research follows a quantitative approach with a cross-sectional descriptive-correlational design. A census sample of 90 university students was used, who were administered a Likert-type questionnaire composed of 21 items for the learning styles variable and 20 items for the metacognitive strategies variable. The results show a moderate and significant correlation between both variables (R = 0.586; p < 0.05), indicating that students who effectively apply their learning styles also optimize the use of metacognitive strategies, such as planning, monitoring, and evaluating their learning process. In particular, active and reflective learning styles demonstrated a greater influence on improving academic performance. These findings highlight the importance of integrating innovative teaching strategies, the use of technology, and continuous assessment to enhance university learning. Further studies are recommended to analyze the long-term impact of these strategies and their applicability in different educational contexts. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	El aprendizaje y la adaptación a nuevos entornos educativos representan un desafío constante para los estudiantes universitarios. En este contexto, el presente estudio analiza la relación entre los estilos de aprendizaje y las estrategias metacognitivas, con el objetivo de contribuir al diseño de enfoques pedagógicos más efectivos en la educación superior. La investigación sigue un enfoque cuantitativo con un diseño descriptivo-correlacional de alcance transversal. Se trabajó con una muestra censal de 90 estudiantes universitarios, a quienes se les aplicó un cuestionario tipo Likert compuesto por 21 ítems para la variable estilos de aprendizaje y 20 ítems para la variable estrategias metacognitivas. Los resultados muestran una correlación moderada y significativa entre ambas variables (R= 0,586; p < 0,05), lo que indica que los estudiantes que aplican eficazmente sus estilos de aprendizaje también optimizan el uso de estrategias metacognitivas, como la planificación, el monitoreo y la evaluación de su proceso de aprendizaje. En particular, los estilos de aprendizaje activo y reflexivo demostraron una mayor influencia en la mejora del rendimiento académico. Estos hallazgos destacan la importancia de integrar estrategias didácticas innovadoras, el uso de tecnologías y la evaluación continua para potenciar el aprendizaje universitario. Se recomienda profundizar en estudios que analicen el impacto de estas estrategias a largo plazo y su aplicabilidad en distintos contextos educativos. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Learning and adapting to new educational environments represent a constant challenge for university students. In this context, this study analyzes the relationship between learning styles and metacognitive strategies, with the aim of contributing to the design of more effective pedagogical approaches in higher education. The research follows a quantitative approach with a cross-sectional descriptive-correlational design. A census sample of 90 university students was used, who were administered a Likert-type questionnaire composed of 21 items for the learning styles variable and 20 items for the metacognitive strategies variable. The results show a moderate and significant correlation between both variables (R = 0.586; p < 0.05), indicating that students who effectively apply their learning styles also optimize the use of metacognitive strategies, such as planning, monitoring, and evaluating their learning process. In particular, active and reflective learning styles demonstrated a greater influence on improving academic performance. These findings highlight the importance of integrating innovative teaching strategies, the use of technology, and continuous assessment to enhance university learning. Further studies are recommended to analyze the long-term impact of these strategies and their applicability in different educational contexts. [ABSTRACT FROM AUTHOR]
ISSN:	1575023X
DOI:	10.18172/con.6447