Abstract

It is necessary that students learn to self-regulate their learning and develop cognitive and metacognitive processes to accurately measure their academic performance and select the next activity, in such a way that it complements or feeds back the knowledge or skills learned and provides an achievable challenge. To determine whether training with self-assessment models and task selection models leads to greater accuracy in self-assessment and task selection, replication of experiment one of Kostons et al. (2012) was conducted. 160 students from the General Unified Baccalaureate participated. The results suggest that training in self-assessment and task selection skills improve the accuracy of these skills (hypothesis 1). It was partially proven that one skill does not transfer or improve the performance of the other (hypothesis 2). It was also demonstrated that these skills are not inherent to the individual and require training.