Thinking Styles, Metacognitive Strategies and their Relation to Academic Achievement in Mathematics of 5th Grade Secondary School Students in a National School of La Molina, Lima, Peru

Abstract

The present research aims to analyze the relationship of learning styles and metacognitive strategies with the academic performance of 5th year high school students of educational institutions in the district of La Molina. A non-experimental, descriptive correlational, cross-sectional design was used, a sample of 341 schoolchildren was evaluated, and the Stenberg-Wagner thought styles questionnaires and O'Neil & Abedi's Inventory of Cognitive Goal Strategies were used, translated by Martínez (2001). The results show that styles of thinking are directly related to meta-cognitive strategies and academic performance. The style of thought most used by the sample of study is the legislative style, taking into account the variables gender and age and the most used metacognitive meta strategy is the self-knowledge, so much by gender and age.