Abstract:

This paper aims to explore to what extent undergraduate students use metacognitive seduction strategies to influence the quality of their teacher-student relationship and to boost academic performance. In the research participated 347 undergraduate students enrolled in bachelor’s programs of study in a technical university. The sample’s selection followed a sampling procedure based on availability criteria. The questionnaire has been self-administered via an online data collection platform. Data analysis has revealed that there is a segment of respondents who appeal with a regular frequency to metacognitive strategies reducing the pedagogical distance between teachers and students. Significant differences between male and female subjects were found. Nearly half of the students believe that metacognitive seduction strategies can have an effect and can make teachers more lenient. Mainly, most of the respondents consider that students applying certain strategies obtain benefits for themselves, but not for the whole group of students. The subjects participating in the study do not manifest an attitude of acceptance of the students who acquire this status of "privileged" students. Also, privileged students are not perceived as "helpful" to others in the group".The paper presents and discusses the psychographic segments identified based on subjects' attitudes and behaviours.

Keywords:

Metacognition, pedagogical distance, teacher's pet, pedagogical seduction.