89 STUDENTS’ ACADEMIC ACHIEVEMENTS: CLUSTERS BASED ON METACOGNITION, LITERACY AND NUMERACY SKILLS SUCCESSO ACCADEMICO DEGLI STUDENTI: CLUSTER BASATI SU COMPETENZE METACOGNITIVE, LITERACY E NUMERACY Annamaria De Santis 1 University of Modena and Reggio Emilia annamaria.desantis@unimore.it Katia Sannicandro 2 University of Modena and Reggio Emilia katia.sannicandro@unimore.it Claudia Bellini 3 University of Modena and Reggio Emilia claudia.bellini@unimore.it Alessia Cadamuro 4 University of Modena and Reggio Emilia alessia.cadamuro@unimore.it Tommaso Minerva 5 University of Modena and Reggio Emilia tommaso.minerva@unimore.it Abstract Which models and frameworks can guide research investigating the link between metacognition, literacy, numeracy, and academic success? The study we present here is based on research involving 107 students enrolled in the Digital Education degree course at the University of Modena and Reggio Emilia. We put in relation the results of three questionnaires on metacognition awareness (MAI), literacy, and numeracy to the students’ university achievement and profles. Using cluster analysis, we identifed groups of students with similar results in the three questionnaires. After, we verifed if different values on academic performances characterized the clusters. The Euclidean distance best fts our data, the method chosen to aggregate the groups is the Complete-linkage. A six-clusters solution was proposed. Positive test results affect the quality and not the quantity of the exams passed. Students with higher exam grades be- long to the groups in which numeracy test results are higher. The percentages of university credits acquired seemed higher when there was less uniformity in the students’ entry test results. Quali modelli e framework possono guidare la ricerca che indaga il legame tra metacognizione, literacy, numeracy e successo universitario? Lo studio che qui presentiamo descrive una ricerca che ha coinvolto 107 studenti iscritti al corso di laurea in Educa- 1 Author of sections “3. Method” and “4. Results and Discussion” 2 Author of sections “2. Literacy and numeracy: framework and research perspectives” and “Conclusions and future works” 3 Author of section “Introduction” and “3.2 Variables” 4 Author of sections “1. Metacognition” and “3.1 Data collection” 5 Scientifc responsible for the planning of the research project Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva / Italian Journal of Health Education, Sports and Inclusive Didactics - Anno 5 n. 2 - ISSN 2532-3296 ISBN 978-88-6022-411-8 - aprile - giugno 2021 - CC BY-NC-ND 3.0 IT - https://doi.org/10.32043/gsd.v5i2.378