Resumen

GRADOS-VILLAGARAY, Joel; ROJAS-JARA, Yessica; ESPINOZA-ALARCON, Yady  y  ACHARTE-CHAMPI, Walter. Metacognitive strategies and academic self-efficacy in higher education students. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.39, pp.2616-2635.  Epub 03-Jul-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i39.1074.

Metacognition and self-efficacy are essential for self-regulated learning, promoting greater confidence in academic abilities. The objective of the research was to determine the relationship between metacognitive strategies, their dimensions and academic self-efficacy of higher education students in Peru. Based on a quantitative, correlational approach with a non-experimental cross-sectional design, two questionnaires were applied as an instrument to measure the study variables to a sample of 177 students. It was found that 78.5% of the students are over 25 years old, with a female predominance. Previous academic performance is significantly associated with the use of metacognitive strategies and self-efficacy. The dimensions of self-knowledge (ρ=0.410), self-regulation (ρ=0.367) and evaluation (ρ=0.388) correlate positively with self-efficacy (p=0.000). However, metacognitive planning is lacking, with 33.3% at a very low level. These findings suggest the need to strengthen planning and consider contextual factors in educational interventions.

Palabras clave : Academic self-efficacy; Self-knowledge; Self-regulation of learning; Metacognition; Planning.

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