Motivation and Metacognition:

A case study in a learn-to-learn discipline

Abstract

Higher Education Studies are still a challenge for many students who complete high school. Nevertheless, the vast majority who succeed on enter the university, the challenge is just beginning, as the approach at this level of education assumes that students are able to to develop their studies in a more autonomous, critical and creative way. But unfortunately, this is not a Brazilian reality. Studies have shown that the lack of knowledge regarding their own learning processes, as well as the best way to carry out their studies, has led students to low performance and demotivation during their academic life. Therefore, this article discusses the potential of teaching students to “learn to learn” through metacognition. It is qualitative research that used a "learn to learn" kind of discipline to collect. The results indicated that when students are stimulated, they develop reflective processes, especially metacognition, increasing their motivation, self-confidence, and autonomy, increasing their criticality in relation to their own learning, improving it. In addition, the role played by the teacher is evident, being fundamental in the of metacognitive processes mediation.