ABSTRACT

Recent changes in the dynamic of the job-market require the development of specific abilities through which one may get involved in constant and efficient life- learning processes. Research has revealed that the efficiency of learning is better predicted by the ability to select and appropriately apply learning strategies, than by intelligence alone. On the other hand, the selection of such strategies depends on one’s level of metacognitive awareness, which enables the selection and implementation of the suitable strategies. Some individuals develop these strategies in time, on their own. However, research shows that in the absence of targeted information, in most cases these abilities remain at a suboptimal level of development. Consequently, specified training sessions, aiming the development of these abilities (i.e., metacognitive awareness and learning strategies), may seriously contribute to the attainment of high achievements. The major aim of the present paper is to investigate the effect of learning strategies and metacognitive awareness on the academic achievements in a sample of Romanian second-year students. Our results show that in our specific learning environment, some learning and metacognitive awareness strategies facilitate the attainment of academic success, while other strategies are counterproductive.

KEYWORDS: academic achievements, learning strategies, metacognitive awareness, lifelong learning

PAGES:369-385