Estrategias lectoras y desempeño académico: un análisis correlacional en estudiantes de secundaria

Norma Katherine Moscaido-del Aguila; Clay Petter Cabrera-Tuanama; Angel Cárdenas-García

doi:10.55873/vfpbkf49

Authors

Norma Katherine Moscaido-del Aguila Universidad Nacional de San Martín https://orcid.org/0009-0001-2788-864X
Clay Petter Cabrera-Tuanama Universidad Nacional de San Martín https://orcid.org/0000-0001-5729-0756
Angel Cárdenas-García Universidad Nacional de San Martín https://orcid.org/0000-0001-7524-1421

DOI:

https://doi.org/10.55873/vfpbkf49

Keywords:

cognitive skills, educational competencies, school motivation, secondary education, self-regulated learning

Abstract

This study aimed to analyze the relationship between cognitive, metacognitive, and socio-affective reading comprehension strategies and academic performance among secondary school students in Tarapoto, Peru. A quantitative, descriptive-correlational study with a non-experimental, cross-sectional design was conducted. Seventy students participated and were assessed using a questionnaire and an observation checklist. Data were analyzed using descriptive statistics, Pearson's chi-square test, and Spearman's correlation. Results showed that 61.4% of students reported high levels of reading strategy use, with metacognitive strategies being the most prevalent (70.0%). A significant association was identified between reading comprehension and academic performance (χ² = 115.378; p < 0.001), alongside a strong positive overall correlation (rho = 0.808; p < 0.001). Socio-affective strategies exhibited the highest correlation (rho = 0.852). The study concluded that reading strategies were significantly associated with academic performance, particularly the socio-affective dimension.

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