The current lack of self-management and problem -solving skills in higher-level students

This research will address how the lack of strengthening of learning strategies such as acquisition, coding, retrieval, and support; As well as planning and control metacognition strategies, higher education students do not know what kind of actions to implement to study, and they do not know how to do an introspection to detect errors in their student work, so they are not aware of the failures or shortcomings in their daily study and therefore do not correct it, questioning later why they did not get the grade they expected. The general objective of this research is to demonstrate that some students in higher education have not developed strategies for learning or resolution in their school life. The methodology used in this research is quantitative, a sample of 213 students of the Faculty of Medicine at the Autonomous University of Guadalajara was recruited, and the strategies questionnaire was applied to them. ACRA-abbreviated learning chart for university students and the Metacognitive Strategies inventory, and their final exam scores for the subject were collected. This is a cross-sectional study with a multiple regression descriptive analysis technique. In conclusion, there is a direct relationship between dimension II of learning support strategies and control factor two in which students do not implement or strengthen metacognitive or socio-affective strategies to optimize their learning methods, evidenced in their grades.