Abstract

Currently, self-regulation strategies are understood as a necessity required by students, mainly because this factor constitutes one of the most important predictor variables of academic performance. In this context, the present study aimed to analyze the self-regulation strategies of Pedagogy students (n = 271) from a university in the Biobío region, Chile, in relation to academic performance, gender and educational level. Depending on the objective and considering the variables examined, comparative analyzes of mean differences were performed through ANOVA analysis, t-test and correlations using Pearson’s coefficient. The main results showed the existence of statistically significant differences regarding gender and educational level, where it was evidenced that women obtained the highest scores and first-year students the lowest scores in the use of strategies. In addition, significant correlations were found in two of the dimensions examined with respect to the academic achievement of university students.