Self-regulation of learning and its impact on academic performance in schoolchildren

Abstract

Academic performance is an important educational aspect in school life and is influenced by many variables. This study intends to analyze some aspects that influence the self-regulation of learning and academic performance in the area of natural sciences. The research involved 42 high school and middle school students From the Cañaveral Educational Institution, located in a rural area department of Caldas, to whom an ad hoc questionnaire made up of 30 questions was applied, in which five dimensions related to student attitudes toward science. A qualitative, descriptive and correlational analysis was carried out, using the statistical package SPSS 26 for Windows. The results report a good relationship between the teacher and the students, which leads to a perception of usefulness of science, development of high scientific, motivational and emotional skills in students. Likewise, Pearson's correlation indicates that academic performance was positively related to teacher assessment, the usefulness of the subject, the development of scientific skills, attitude and the resolution of scientific problems, while in the school grade the relationships were negative. It is concluded that academic performance is influenced by cognitive, metacognitive, emotional and motivational aspects, and that the teacher-student relationship is key to achieving self-regulation of learning in the natural sciences.