Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students

In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest. This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding.


Introduction
In the process of cognition and storage of information when an individual learns a variety of cognitive mechanisms such as coding, retention, storage, retrieval, and the response of information are activated. These processes are activated from a set of cognitive structures (sensory registers or receptors, short-term memory, long-term memory, and expressive effectors or response generators), which occur in the central processor (human brain) through the strategies of learning (Atkinson & Shiffrin, 1968). About the theoretical approaches in learning strategies, the postulates of Nisbet and Shucksmith (1987) and Weinstein, Goetz and Alexander, (1988) are assumed, and they say that the processes are flexible and enable an adequate use of learning strategies.
In researches about the training of learning strategies, has been strong growth, and the works of Braten and Olausen (1988) and Halbach (2000), are focused on identifying the learning strategies used by students. Similarly, Chamot (1987), Carr and Jessup (1995), Chalupa, Chen and Charles (2001) and Chen (2002), had researched in students the use of learning strategies in several contexts. Likewise, Ablard and Lipzchultz (1998), Bembenutty and Zimmerman (2003), have examined the influencing variables to the use of learning strategies in students. On the other hand, the findings obtained by Gargallo (2000), in the application of the training program in learning strategies in students of 1st and 2nd year of secondary school, in which he achieves the transference of learning strategies.

Learning Strategies
It is well known that students to achieve academic success always turn to different learning strategies. Some learning strategies may be beneficial for some but harmful for others, the choice of one type of strategy over the other has been extensively investigated in the last three decades (Neroni et al., 2019). Learning strategies are also seen as a process of There are several perspectives on how learning strategies can be classified.
In this regard, some classify them in cognitive, motivational and self-regulation strategies (Weinstein, Schulte & Palmer, 1987). Others classify the strategies into cognitive, metacognitive and resource management (McKeachie et al., 1990).

Cognitive Strategies
Cognitive strategies are applied to study the learning material, that is: assimilate, combine, among others; provided that metacognitive strategies are applied to manage the learning process such as planning, controlling the result among others (Chuvgunova & Kostromina, Castro Paniagua, W. G., Chávez Epiquén, A., & Oseda Gago, D. (2020). organizational strategies, where students classify and structure information (Mayer, 2008).
The cognitive strategies are formed by the acquisition strategies, information codification (or storage) and recovery (or evocation), conceived as a reproductive action, which serves as a basis for the basic development processes of the thinking (Román & Gallego, 2008 ). This process translates an input sensory information, from one conceptual representation to another, and can even translate from a conceptual representation to an output motor information (Sternberg, 1997). It has also been found that Intensive use of cognitive strategies implies greater performance in fluid intelligence (Kaya & Acar, 2019).

Metacognitive Strategies
The goal of metacognitive strategies is to teach students how to set goals and how to be effective and independent (Baker, 2002;Zhussupova & Kazbekova, 2016). This is related to the way students think and learn, including planning, monitoring and evaluation skills (Baker & Beall, 2009 Zimmerman & Martinez-Ponz, 1986).

Social-affective Strategies
In the case of social-affective strategies, it has been found that modifies the quality of verbalizations of coregulated activities and nonverbal behavior (Saariaho et al., 2019). Socio-emotional strategies are related to the ability to integrate thinking, feeling and behavior to achieve important goals (Zins et al., 2004). A conceptual approach will be made about "learning to learn", which is understood as the acquisition of skills and strategies that autonomously make possible future learnings. It involves paying special consideration to procedural contents (Gargallo, 2000). Learning to learn does not refer to the direct learning of contents, but the skills learning which helps students to learn content (Beltran, 1993). Learn to learn implies the capacity to consider how a person learns and accordingly to his acts, self-regulating its self-learning process through the use of flexible and appropriate strategies, that are transferred and adapted to new situations (Díaz & Hernández, 1999

Results and discussion
After the experiments had been done, the consolidated results of the research are presented in table 1.  Likewise, Nisbet and Shucksmith (1987); Weinstein, Goetz, and Alexander (1988) which are flexible processes that help in the proper use of learning strategies.
These results could be explained with the postulate of Wienstein et al., where the interest of the research is centered on the information processing capacities of the students, which require more conscious training since due to the short time of this study it did not make it possible. Furthermore, the theory of information processing proposes that it is a complex and active process that the student does to achieve learning and that are aspects which current researches towards (Weinstein & Meyer, 1986), this complexity in information processing requires other factors so that they can be transferred, one of these factors could be the maturation of people in cognitive processes (Darling, et al. 2019), because it is part of the personality of each person and not every person could be mature in cognitive processes, therefore, there is no control of that aspect and that is why this factor could influence in the study. The other factor would be the intrinsic motivation, because the students didn't find it interesting or exciting (the modules), so there was no motivation to have self-determination in order to put more effort in learning (Bieg, et al. 2016), this could be considered as other factor which could influence in this study.
On the other hand, Cooper (1993) considers learning as a problem of personal discovery, intrinsically motivated, in which the learner responds to environmental needs considering his style, self-regulation, and reflective learning; or as Coll et al., (1993)  It also refutes the empirical result found by Gargallo (2000), who succeeds in transferring learning strategies after applying for a program. These results in this context could also be the cause of the and that open many possibilities to be able to answer it.

Conclusion
The application of the learning to learn module did not produce a significant improvement in the learning strategies in the second term students of the National