摘要：Self-regulated learning includes aspects such as the reasons for self-regulation, self-awareness processes, achieving goals, the possible influence of social and physical environment, and the acquisition of self-regulation skills of university students. Within this context, it is possible to analyse academic motivation and learning strategies used by students as the two pillars of this concept.This is a descriptive and correlational study with the objective of determining the aims and other motivational aspects, as well as the learning strategies used by a sample of 511 Health Sciences students of two Spanish private universities, and also to determine if there is any relationship between these aspects. The measurement tool used was the Motivated Strategies for Learning Questionnaire, adapted and validated for this study.This study provides data on the discovery of a factor of self-interrogation, high values of task goal, adopting multiple goals, high correlations between motivation and learning strategies, and limited use of metacognitive strategy. This has led us to establish recommendations for educational practice to especially strengthen the teaching of these strategies in Health Sciences subjects in universities.
