The Academic Achievement Motivation (AAM) test was created for Peruvian secondary students. The AAM was applied to a sample of 166 students. It was found that their school and gender does not influence the degree of correlation between the AAM and the final grades of the students. It was found though, that the level of AAM obtained by the students is affected by the type of school but not by their gender. The level of their AMM, on the other hand, was influenced by the type of school and by their gender. A qualitative analysis showed that students from the public school had higher academic achievement motivation than students from the private school. In addition, the analysis showed that students from the private school obtained higher grades than students from the public school.

The present research studied the relationship between the use of metacognitive strategies, academic motivation and academic achievement in university students. The sample was composed by 116 first semester students, of a private university in Lima Metropolitana. The Scale for Academic Motivation was created to asses the motivational dimensions of: Academic Self-efficacy, Causal Attributions and Achievement Oriented Actions. Positive correlations between metacognitive strategies and academic achievement were found, although results were not predictive. Instead, academic motivation was found to predict achievement in 12,6%.

The Academic Achievement Motivation (AAM) test was created for Peruvian secondary students. The AAM was applied to a sample of 166 students. It was found that their school and gender does not influence the degree of correlation between the AAM and the final grades of the students. It was found though, that the level of AAM obtained by the students is affected by the type of school but not by their gender. The level of their AMM, on the other hand, was influenced by the type of school and by their gender. A qualitative analysis showed that students from the public school had higher academic achievement motivation than students from the private school. In addition, the analysis showed that students from the private school obtained higher grades than students from the public school.

The present research studied the relationship between the use of metacognitive strategies, academic motivation and academic achievement in university students. The sample was composed by 116 first semester students, of a private university in Lima Metropolitana. The Scale for Academic Motivation was created to asses the motivational dimensions of: Academic Self-efficacy, Causal Attributions and Achievement Oriented Actions. Positive correlations between metacognitive strategies and academic achievement were found, although results were not predictive. Instead, academic motivation was found to predict achievement in 12,6%.