Contribution
Within the Higher Education European Space, certain teaching-learning processes are required to be focussed on the promotion of competences and strategies that enable students to perform independent study and better learning. The PACA Project (Promoción de Autorregulación y Competencias de Aprendizaje, i.e. promotion of self-regulation and learning competences) tries to equip university students with the required strategic tools to approach their learning processes more effectively. This Project is based on the letters Gervasio, a first year university student, writes to his "navel" in which he tells his reflections, difficulties and successes he experiences during his university life. These letters promote metacognitive reflection on study and learning competences. The Project has been applied to first year students from two universities during six sessions of 1 hour duration. The outcomes of the application of this programme suggest its usefulness when teaching learning strategies and promoting autonomy of university students.The project CAPA was applied to students of first, the degrees of Pedagogía of the University of Murcia and to students of Sciences of the Physical Activity and Deporte of the Catholic University San Antonio, during the first fourth month period of academic course 2005/2006. For the evaluation of the effectiveness of the program of promotion of strategies of learning and competitions different variables in pretest situation and postest were moderate. In order to evaluate the declaratory knowledge relative to the learning strategies the questionnaire was used on the knowledge of learning strategies (CEA, constructed to this end). The learning approaches were evaluated with the inventory of processes of study for college students (IPE-Univ) (Rosary ET al., 2005).In order to analyze the predominant approach in the students, each student obtains two scores for each one of the approaches and four scores for the four subscales of reason and strategies. The structural complexity of the answers of the students to a denominated letter "Letters of the Director" (Rosário ET al., 2005) was evaluated applying the SOLO taxonomy,With this work we have dealt to investigate the effectiveness of the program CAPA of promotion of processes and strategies of self-regulation of the learning from the perspective SAL.It is necessary to emphasize, in relation to other international investigations, the existence of two used forms different in the learning process: a superficial approach, that constitutes an attempt to reproduce the information, to satisfy the perceived educative exigencies;and another deep one, that implies an attempt of reconstruction of the knowledge through the attribution of a personal meaning to the information. The option of the students by a learning approach is determined by a series of personal and contextual factors, establishing the different academic results.When finalizing this first investigation on the application of the project CAPA in the two Universities, we observed that the students have more knowledge on learning strategies, their approaches are less superficial and the levels of structural complexity are deeper at the time of making a certain task. All these data suggest the necessity to work these competitions of study and autonomy in the university scope, as it forms to improve the quality of the study and the learning in the campus (Hofer & Yu, 2003; Hofer, Yu & Pintrich, 1998; Weinstein, Husman & Dierking, 2000). These data suggest them students, they have taken advantage of the opportunity to reflect on its processes of study and to increase the quality of its learnings, so and as they suggest other investigations (Solano, 2006). These results are important also because so and as it suggests Rosário (2004) the education of the strategies must be considered like one of the major keys in the promotion of the learning autorregulado in the new context of the EEES and new ECTS. Also, we must indicate sinergia that one is due to produce between teaching, investigation and development of a quality learning, in the institutional context, with an intense implication of teaching staff and pupils (Hernandez Pina, 2002, 2004) To equip to the students with new forms to learn before the challenges of an independent learning is one of the objectives to fulfill in the short term in the university context. Once again, we insisted, that the Process of Bologna puts the emphasis in the autonomy of the learning of the students and in the responsibility that these must assume in the process of construction of their knowledgeBiggs J. B. (1993b). What do inventories of students' learning processes really measure? 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