Metacognitive awareness in relation to university students’ learning profiles

Abstract The present study aims to deepen our understanding of the relationship between metacognitive awareness and approaches learning in a multidisciplinary context higher education using person-oriented approach. participants were 462 third year students humanities, social sciences theology. filled HowULearn questionnaire which included 18 items related 12 learning. Exploratory confirmatory factor analyses conducted explore structure instruments. data analyzed Pearson’s correlation, K-means cluster analysis One-way ANOVA. results showed that two dimensions awareness, namely knowledge about cognition regulation cognition, emerged from data. Knowledge was evaluated than cognition. both statistically significantly deep approach organized studying negatively an unreflective Furthermore, three profiles identified they differed these awareness. More precisely, representing applying had scores on as well compared with unorganized or those dissonant profile . In addition, lower implies different need types support for their own processes.