RELATIONSHIP OF STYLES AND LEARNING STRATEGIES WITH THE ACADEMIC PERFORMANCE IN UNIVERSITY STUDENTS

This investigation analyzes the use of styles and learning strategies that use university students and its relationship with the academic achievement. The hypothesis of investigation are contrasted depending on the inferential and discriminating with a sample of 516 university students who responded to questionnaires. The results indicate significant differences in relation to higher performance by students whose performance is enhanced by thoughtful and theoretical learning strategies to use with a higher frequency. Discriminant analysis indicated that the qualifying variables that best predict the belonging to a group of the variable academic performance are: reflective and theoretical, as well as the use of strategies for search, selection and processing of in information, metacognitive strategies and context control.