DEVELOPMENT OF THE UNDERSTANDING PROFILE OF UNIVERSITY STUDENTS FROM SELF-REGULATED LEARNING STRATEGIES
Keywords:
academic performance, Metacognition, self-regulation of learning, self-evaluation
Abstract
This paper summarizes the results obtained in three studies conducted on university students on experiences of self-assessment and self-questioning, considered as self-regulated learning strategies, in order to demonstrate that they are indispensable for the formation of the future entrepreneur. Not only do they develop metacognitive processes that favor and anticipate their academic performance but also provide essential tools for a future professional development.
The three investigations, all focusing on metacognition, belong to a research project on evaluative practices at university level.
Published
2020-02-21
How to Cite
Dimángano, P. R., & Delgrosso, A. L. (2020). DEVELOPMENT OF THE UNDERSTANDING PROFILE OF UNIVERSITY STUDENTS FROM SELF-REGULATED LEARNING STRATEGIES. Acinnet - Journal, Academic Mobility and Innovation, 4(1), 33-42. Retrieved from https://periodicos.unis.edu.br/index.php/acinnet/article/view/300
Section
Artigos
