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University students need memory to manage the learning processes based on metacognition and in this way they can respond to future demands as professionals. was structured with a quantitative approach, comparative type, non-experimental cross-sectional design, the sample consisted of 237 responses from students. the age was 26.45 ± 8.96 years, 66% female and 34% male, students older than 27 years had a higher average in the use of memory strategies (p = 0.003); a longer semester was obtained, the average perception of the strategy increased (p = 0.0
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