Predicción del uso de estrategias de autorregulación en educación superior

  1. Fernández Alba, María Estrella 1
  2. Bernardo Gutiérrez, Ana Belén 1
  3. Suárez Fernández, Natalia 1
  4. Cerezo Menéndez, Rebeca 1
  5. Núñez Pérez, José Carlos 1
  6. Rosário, Pedro
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Anales de psicología

ISSN: 0212-9728 1695-2294

Año de publicación: 2013

Volumen: 29

Número: 3

Páginas: 865-875

Tipo: Artículo

DOI: 10.6018/ANALESPS.29.3.139341 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Anales de psicología

Resumen

El objetivo del presente estudio ha sido analizar la capacidad predictiva de diferentes variables motivacionales, comportamentales y so-cio-educativas sobre el uso de estrategias de autorregulación del aprendiza-je. Se ha trabajado con una muestra de 552 alumnos universitarios de pri-mer curso de diferentes titulaciones. Los resultados de los análisis de regre-sión jerárquica muestran que el uso de estrategias de autorregulación del aprendizaje depende en gran medida de la capacidad percibida para ello, aunque también de otras variables personales como el interés por aprender (y obtener buenos resultados académicos) y la utilidad percibida del uso de dichas estrategias. Además, se ha observado que más que la cantidad de tiempo invertido en el trabajo sobre las tareas académicas, lo verdadera-mente relevante es el aprovechamiento del tiempo empleado. No se ha en-contrado asociación significativa entre el nivel de estudios de los padres y un comportamiento más o menos autorregulado en el trabajo académico. Los datos obtenidos tienen claras implicaciones tanto para el diseño de procesos instruccionales en el aula, como para el diseño del trabajo requeri-do en las horas no presenciales de los estudiantes universitarios

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