Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students

Abstract

In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest. This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding.