Resumo

ARAN-FILIPPETTI, Vanessa et al. Cognitive and Self-regulation Strategies, Academic Engagement and Academic Achievement in Higher Education Students. The Mediating Role of Reading Comprehension. Propós. represent. [online]. 2023, vol.11, n.1, e1651.  Epub 30-Abr-2023. ISSN 2307-7999.  http://dx.doi.org/10.20511/pyr2023.v11n1.1651.

This study was aimed at analyzing the relationship between cognitive and self-regulation strategies, academic engagement, and academic achievement (AA) of higher education students by analyzing the mediating role of reading comprehension. Different works to assess the constructs were applied to 209 students (Mage = 21.71; SD = 4.36). The GPA obtained by students was used to measure academic achievement. Significant associations were found between cognitive and self-regulation strategies, academic engagement, reading comprehension, and academic achievement of students. In addition, a correlation between cognitive and self-regulation strategies and student academic engagement was found. Finally, Structural equation analysis (SEM) showed that cognitive and self-regulatory strategies and academic engagement have direct effects on Academic Achievement. In addition, an indirect effect of cognitive and self-regulatory strategies on AA was observed through reading comprehension. The study implications are discussed in terms of the importance of promoting the recognition and implementation of cognitive and metacognitive strategies and student engagement to improve their academic achievement in higher education.

Palavras-chave : Cognitive strategies; Self-regulation; Academic engagement; Reading comprehension; Academic achievement.

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