“…On the connection between self-regulation and metacognitive strategies, Pintrich (1989) points out that metacognitive strategies involve not only aspects of cognition, but the control and regulation of that cognition, which, through planning, monitoring, and self-regulation, develop the general processes of control. Such understanding enabled the similarity with the study of authors Oliveira and Stein (2018) who, related to other variables and interventional action, ascertained, through teaching and self-regulation processes, the significant link also with metacognitive strategies for good academic performance (Merett, 2018;Oliveira et al, 2019).…”