ABSTRACT
Learning strategies are self-regulating processes of knowledge acquisition and use. They must be constantly stimulated so that students can be fully engaged in academic life. The aim of this study was to evaluate the effectiveness of a learning strategy program for university students. A quasi-experimental methodology was used with 20 Psychology students, distributed in experimental and control groups. There was a pretest, a first posttest, and a second posttest four months after the intervention. The program consisted of eight meetings, focusing on metacognition, internal and contextual resource management, and social self-regulation. The first posttest indicated a significant increase in the mean of the experimental group, which remained the same in the second posttest. The main increase was observed in the self-regulation of resources. The control group did not significantly change its total score over the posttests and still showed a significant decrease in social self-regulation. The results indicate the effectiveness of the intervention and reinforce the relevance of such programs.
Keywords:
learning; self-regulation; higher education