Resumo

ROUX, Ruth  e  ANZURES GONZALEZ, Elsa Elva. Learning Strategies and their Relationship with Academic Achievement in Students of a Private High School. Rev. Actual. Investig. Educ [online]. 2015, vol.15, n.1, pp.324-340. ISSN 1409-4703.

Learning strategies are activities or mental processes that students carry out intentionally to process, understand and adopt information received during the learning process. This article presents a correlational study that examined the use of learning strategies by 162 high school students at a private school in northeast Mexico. The purpose was to identify the learning strategies most frequently used and the relationship of those strategies with the grades reported for the previous school period. The study used the University Students' Learning Strategies Questionnaire (CEVEAPEU). The strategies most frequently used were motivational (example: intelligence can be increased with effort) and metacognitive (example: I try to learn from my errors). The strategy that showed the highest correlation with academic achievement was taking notes in class, an information processing and use strategy. The questionnaire items that showed the lowest correlation with academic achievement were: intelligence cannot be improved (motivational) and I contribute my own ideas (information processing and use). The study suggests that the instrument needs further adaptation for its use with high school students. More attention should be given to the teaching of learning strategies in Mexican high schools. Especially, the strategies required for the selection, processing and use of information, necessary in the development of a knowledge-based society.

Palavras-chave : learning strategies; academic achievement; high school education; Mexico.

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