Self-Regulated Learning in University Volleyball Players: Effects of Metacognitive Strategies on Academic Performance

Abstract

Self-regulated learning can function as a key factor in university academic performance, particularly among students exposed to high academic–athletic demands. University volleyball, due to its academic and self-regulatory requirements, represents an appropriate context for the application of metacognitive strategies. Accordingly, this study aimed to analyses the effects of self-regulated learning supported by metacognitive strategies on the academic performance of university volleyball players. A quantitative applied study with a quasi-experimental (pretest–posttest) design was conducted. Seventeen university volleyball players participated; completing validated instruments (MSLQ, MAI, and AMS-C28) before and after the implementation of a pedagogical programmer focused on the explicit development of metacognitive strategies and self-regulated learning. All dimensions of self-regulated learning showed statistically significant improvements (p ≤ .002), with moderate-to-large effect sizes (Z ranging from –3.06 to –3.44). Metacognitive awareness improved significantly in both knowledge and regulation of cognition (p≤ .002), with a predominance of positive ranks. Significant increases were observed in intrinsic motivation and identified regulation, alongside a significant decrease in amotivation (p≤ .002). Regarding academic performance, only the overall grade point average and one theoretical–methodological course showed significant differences (p< .05), while no significant changes were found in procedurally oriented courses (p> .05). Posttest correlations revealed positive and significant associations between self-regulated learning, metacognitive awareness, intrinsic motivation, and overall academic performance (ρ≈ .44–.55, p < .05). The implementation of metacognitive strategies oriented towards self-regulated learning may contribute to strengthening cognitive, metacognitive, and motivational processes in university volleyball players, with implications for academic performance.