000129949 001__ 129949
000129949 005__ 20240116090136.0
000129949 0247_ $$2doi$$a10.12795/revistafuentes.2024.23324
000129949 0248_ $$2sideral$$a136312
000129949 037__ $$aART-2024-136312
000129949 041__ $$aspa
000129949 100__ $$0(orcid)0009-0000-9679-4287$$aSatrústegui Moreno, Amaya
000129949 245__ $$aEstrategias de aprendizaje y rendimiento académico en materias stem en educación secundaria
000129949 260__ $$c2024
000129949 5060_ $$aAccess copy available to the general public$$fUnrestricted
000129949 5203_ $$aAlthough the importance of learning strategies for meaningful learning has been known for decades, science subjects continue to be taught on many occasions without taking into account the control that students can have over their cognitive processes. Many teachers are aware of that and want their students to receive high-quality education, but before teaching strategies, the knowledge and practice that students have about these processes and how they affect their learning should be analyzed. In the present study, the Cuestionario de estrategias de Aprendizaje (CEA) was used to study how 252 students of Secondary Education use these strategies. The initialstatistical analysis indicated the existence of a moderate significant relationship between all the learning strategies studied and academic performance in science subjects except for attitude, organization and retrieval. Subsequently, the regression analysis indicated that only the variables of motivation, transfer and emotional control are able to explain up to 26.4% of academic performance in STEM subjects, leaving out of this model important variables such as critical and creative thinking. It is concluded that students with better management of metacognitive and affective-social skills obtain better grades in science.
000129949 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000129949 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000129949 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez Robres, Alberto$$uUniversidad de Zaragoza
000129949 700__ $$0(orcid)0000-0002-2597-7585$$aMateo González, Ester$$uUniversidad de Zaragoza
000129949 700__ $$0(orcid)0000-0002-2839-7041$$aCortés Pascual, Alejandra$$uUniversidad de Zaragoza
000129949 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000129949 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000129949 773__ $$g1, 26 (2024), 36-47$$tRevista Fuentes$$x2172-7775
000129949 8564_ $$s7262637$$uhttps://zaguan.unizar.es/record/129949/files/texto_completo.pdf$$yVersión publicada
000129949 8564_ $$s2652914$$uhttps://zaguan.unizar.es/record/129949/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000129949 909CO $$ooai:zaguan.unizar.es:129949$$particulos$$pdriver
000129949 951__ $$a2024-01-16-08:25:04
000129949 980__ $$aARTICLE