Abstract
Learning Strategies, Self-Concept and Academic Achievement. At the present time, numerous investigations show that active implication of students in learning process increases when they feel self-competent. This motivational implication affects the cognitive and metacognitive 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 utilization of learning strategies that involve certain grade of significativity. This study has been carried out with a sample made up of 371 students, aged between 9 and 13. The findings obtained show that: 1) There are significant differences in the selection and utilization of learning strategies between students with positive and negative self-concept; and 2) there is a reciprocal relationship between self-concept and learning strategies.
