Keywords
Self-regulation, Emergency remote teaching, Metacognitive strategies, Motivation
How to Cite
Abstract
Due to the COVID-19 pandemic, educational institutions faced the challenge of migrating to the remote teaching format, which raised concerns about student learning and the risks of psychological illness. Thus, the present study aimed to investigate and analyze the metacognitive and self-regulatory strategies used by university students, as well as the challenges involved during this period . For this, an investigation was carried out with undergraduate students from a Public State University of Pernambuco who answered two online questionnaires on these topics. It was concluded that there was a mostly negative impact on the students' motivation regarding the format, although they developed different metacognitive strategies to deal with the challenges.
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