LEARNING-STRATEGIES, SELF-CONCEPT AND ACA DEMIC-ACHIEVEMENT

At the present time, numerous investigations show that active implicat ion of students in learning process increases when they feel self-comp etent. This motivational implication affects the cognitive and metacog nitive strategies that students use to achieve the academic tasks, and the regulation of effort and persistence in difficult situations. The fundamental aim of this work is to study in depth how the image that the learner has of himself as student affects the selection and utiliz ation of learning strategies that involve certain grade of significati vity. This study has been carried out with a sample made up of 371 stu dents, aged between 9 and 13, The findings obtained show that: 1) Ther e are significant differences in the selection and utilization of lear ning strategies between students with positive and negative self-conce pt; and 2) there is a reciprocal relationship between self-concept and learning strategies.