The purpose of this article is to analyze the relationship between metacognition, learning strategies and academic emotions in 1096 university students belonging to different academic programs from a Colombian higher education institution. To this end, a principal component factor analysis was performed to reduce the dimensions represented in the items of the instruments used and structural equation modeling (SEM) was applied to explain the existing interrelationships among the three variables studied. The findings show that there is a positive relationship between metacognition and learning strategies and these, in turn, with positive academic emotions; on the contrary, negative academic emotions have a negative relationship with learning strategies and metacognition, which leads us to conclude that metacognition fosters learning strategies and negative academic emotions discourage it.

The use of a computer and internet connection allows high school and university students to access more relevant information. However, there is no consensus on the effects of the use of these tools on academic results. This work evaluates the impact of computer and internet at home on the results of the Saber 11 test, a national exam taken by all students finishing their secondary education in Colombia, between 2017 and 2019. This impact was estimated from a pooled two-stage least squares (pooled 2SLS) model, applied to data from 1.578.460 Colombian high school students. We found that computer and internet at home had a positive impact on English language performance in the Saber 11 test in Colombia. This work allows a better understanding of the technological effects on educational achievement and provides information for the design of public policies for education in developing countries.