The importance of self-regulation and metacognition in students of the Biotechnology Engineering program
Abstract
The research aims to determine whether higher-level students studying biotechnology engineering implement self-regulation in their learning processes, in the completion and submission of assignments and projects, and to identify the factors that impede their academic performance and the metacognitive techniques students use in their learning. This active and repetitive process, where students act independently, is an active process. The Zimmerman model was used, which is based on three phases: planning, execution, and self-reflection. To determine the factors that influence failure to achieve metacognitive development and academic failure, the modified Zimmerman and Martínez-Pons questionnaire, entitled "Rating Student Self-Regulated Learning Outcomes: A Teacher Scale," was administered to 80 students enrolled in the biotechnology engineering program at the Interdisciplinary Professional Unit of Biotechnology during the 2024-2026 academic year. As a result, it is highlighted that students, at different points, of greater regulation of learning, have a high level of intrinsic motivation when managing their learning in the management of emotions, which facilitate academic success and confidence in their abilities to complete tasks in the use of metacognitive strategies such as self-observation and self-assessment, which allow monitoring and adjusting their process effectively, with high resilience through the planning of their activities, in educational practice, given the demand that biotechnology currently has.
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