Metacognitive skills, self-regulated learning, and performance

This study aims to understand the influence of metacognitive skills and self-regulated learning on the academic performance of first-year university students. To this end, a sample of 140 Bachelor 1 students was selected using the cluster sampling technique at the Universit F lix Houphou t Boigny d'Abidjan (C te d'Ivoire). Two questionnaires relating to different variables were administered. Once the data had been tabulated, the averages obtained were compared using Student's t for independent samples in Spss software. The results confirmed our hypotheses. The aim of this study is to make Bachelor 1 students understand the crucial role they have to play in building their knowledge and acquiring excellent skills. This research is also intended to draw the attention of teachers to the urgent need to empower students by making them increasingly autonomous in the face of learning tasks.