Analyzing the different mental processes that occur during learning from different paradigms, where the teacher happens to be the protagonist and responsible for student learning to be who plans and organizes teaching for their students make significant learning. It should motivate, highlighting the importance of the matter and its implications for acredentar interest in it. Self-regulated learning learners are those who choose and decide on their conduct, being the architects and promoters of their learning.. Through this study on a sample of university students using the CEAM II (Learning Strategies Questionnaire and Motivation) instrument, consisting of questions about motivation and learning strategies we tried to understand the implications of different dimensions that form. The analysis of the different variables leads us to know which values are the most used by students in motivational factors (intrinsic goals, task value and self-efficacy) and learning strategies (preparation, organization and metacognition) as well as those items most and least valued by them. Teachers must convey to students the contents of different subjects through a methodology that is attractive to them, so we will provide the acquisition thereof.
Garrote Rojas, D., Garrote, Rojas, C., & Jiménez Fernández, S. (2016). Factores influyentes en motivación y estrategias de aprendizaje en los alumnos de grado. [Influential factors in motivation and learning strategies in grade students]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(2),