This article is part of an educational challenge that seeks to raise the working memory and the autonomous performance of metacognition as imperatives that could influence the academic performance, particularly in the history subject, of pre-university students located in the city of Riobamba - Ecuador. The principle of the research was to carry out a documentary analysis having as references the three corresponding variables ; working memory, metacognition and academic performance, the Wechsler intelligence scale (WAIS-IV) was also applied, the Lickert scale to measure the performance of metacognition developed by Jaramillo & Osses (2012), while the evaluation In relation to academic performance in the area of ? ?History, a test provided as part of a follow-up process was designed considering the guidelines of the Ministry of Education of the Republic of Ecuador. The conclusions that can be related taking into account both the bibliographic research and the empirical analysis have to do with an alternative pedagogical process that must bet on incorporating metacognition as a strategy for greater student performance in learning, granting new perspectives tending to equate the socio-educational demands of Ecuador.

This article is part of an educational challenge that seeks to raise the working memory and the autonomous performance of metacognition as imperatives that could influence the academic performance, particularly in the history subject, of pre-university students located in the city of Riobamba - Ecuador. The principle of the research was to carry out a documentary analysis having as references the three corresponding variables; working memory, metacognition and academic performance, the Wechsler intelligence scale (WAIS-IV) was also applied, the Lickert scale to measure the performance of metacognition developed by Jaramillo & Osses (2012), while the evaluation In relation to academic performance in the area of ??History, a test provided as part of a follow-up process was designed considering the guidelines of the Ministry of Education of the Republic of Ecuador. The conclusions that can be related taking into account both the bibliographic research and the empirical analysis have to do with an alternative pedagogical process that must bet on incorporating metacognition as a strategy for greater student performance in learning, granting new perspectives tending to equate the socio-educational demands of Ecuador.

This article is part of an educational challenge that seeks to raise the working memory and the autonomous performance of metacognition as imperatives that could influence the academic performance, particularly in the history subject, of pre-university students located in the city of Riobamba - Ecuador. The principle of the research was to carry out a documentary analysis having as references the three corresponding variables; working memory, metacognition and academic performance, the Wechsler intelligence scale (WAIS-IV) was also applied, the Lickert scale to measure the performance of metacognition developed by Jaramillo & Osses (2012), while the evaluation In relation to academic performance in the area of ??History, a test provided as part of a follow-up process was designed considering the guidelines of the Ministry of Education of the Republic of Ecuador. The conclusions that can be related taking into account both the bibliographic research and the empirical analysis have to do with an alternative pedagogical process that must bet on incorporating metacognition as a strategy for greater student performance in learning, granting new perspectives tending to equate the socio-educational demands of Ecuador.

هذه المقالة جزء من تحدي تعليمي يسعى إلى رفع الذاكرة العاملة والأداء المستقل لما وراء المعرفة كضرورات يمكن أن تؤثر على الأداء الأكاديمي، لا سيما في مادة التاريخ، لطلاب ما قبل الجامعة الموجودين في مدينة ريوبامبا - الإكوادور. كان مبدأ البحث هو إجراء تحليل وثائقي يتضمن مراجع للمتغيرات الثلاثة المقابلة ؛ الذاكرة العاملة، ما وراء المعرفة والأداء الأكاديمي، كما تم تطبيق مقياس وكسلر للذكاء (WAIS - IV)، ومقياس ليكرت لقياس أداء ما وراء المعرفة الذي طورته Jaramillo & Osses (2012)، بينما تم التقييم فيما يتعلق بالأداء الأكاديمي في مجال ؟؟التاريخ، تم تصميم اختبار تم تقديمه كجزء من عملية المتابعة مع مراعاة المبادئ التوجيهية لوزارة التعليم في جمهورية الإكوادور. تتعلق الاستنتاجات التي يمكن أن تكون ذات صلة مع مراعاة كل من البحث الببليوغرافي والتحليل التجريبي بعملية تربوية بديلة يجب أن تراهن على دمج ما وراء المعرفة كاستراتيجية لزيادة أداء الطلاب في التعلم، ومنح وجهات نظر جديدة تميل إلى المساواة بين المتطلبات الاجتماعية والتعليمية للإكوادور.