<p>The psychological and pedagogical needs of children today can not be met on the basis of a traditional educational system. It is necessary a is transformative methodology, that seeks to promote an integral learning that allows us to live responsibly in sustainable societies.</p>
<p>The objective of this study was to establish a model that can be identified with the causality of school performance and the Mental Strategies of Self-knowledge in elementary school students, in order to achieve an improvement in situations of educational lag.</p>
<p>The methodology is Research-Action, with quasi-experimental design, transversal, is descriptive and interpretative, basic and applied. The non-probabilistic and intentional sample, called "by quotas", was selected; because of its way of integration to be analyzed from its perspective, it is parallel or concurrent. Two variables were worked out: a). School performance, and b). Mental strategy of self-knowledge.</p>
<p>This research is identified as "Research Deliberative Practical Action" with a quantitative approach. It obeys the Type 2 Eliot model; the different strategies of the extra-ocular vision method were used.</p>
<p>The statistical analysis included elements of descriptive statistics, used for non-parametric analysis testing.</p>
<p>After applying the mental strategies of self-knowledge, the school performance is favored with 80% on average. In the multiple intelligences, an average advance of 12.25% was found. The hypothesis is favorably accepted with a confidence of 95%.</p>
<p>To conclude, the proposed model can be decisive for students' academic performance in situations of educational lag.</p>