This research sought to establish the variable that best predicted academic performance in university students, considering aspects such as learning strategies, motivation, self-efficacy, violence and psychological well-being as possible factors that can explain academic performance. In order to fulfill this objective, a quantitative study with a correlational scope was developed in which 1071 students from seven faculties of the Santo Tomás University from Villavicencio participated. Regarding the results, it is possible to point out a significant and directly proportional relationship between learning strategies and motivation with academic performance in six of the seven faculties; the relationship was significant but negative between violence and academic performance in five of the seven faculties; Furthermore, it was not possible to determine the relationship between self-efficacy and academic performance in six of the seven faculties. Finally, it is possible to conclude that academic performance is a multicausal variable; however, learning strategies is the variable that best explains academic performance in university students

The purpose of this research was to analyze the internal structure of the Motivation and Learning Strategies Questionnaire in university students, taking into account reliability analysis and content validity. For this purpose, 258 students from different universities participated in the study, most of whom were women (60.8 %) and who were selected by a non-probability sampling (purposive sampling). Among the main findings, it can be mentioned that a factorial solution of eight dimensions and 37 items in total was proposed, six dimensions correspond to learning strategies and two to motivation. In addition, Cronbach’s alpha was determined for the total of the scale and an index of .883 (good) was obtained; likewise, it was obtained for each of the dimensions.