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

Journal:
Anales de psicología

ISSN: 0212-9728 1695-2294

Year of publication: 2013

Volume: 29

Issue: 3

Pages: 865-875

Type: Article

DOI: 10.6018/ANALESPS.29.3.139341 DIALNET GOOGLE SCHOLAR

More publications in: Anales de psicología

Abstract

The aim of this study has been to analyze the relevance of dif-ferent motivational variables, behavioral and socio-educational variables about predicting the use of self-regulated learning strategies. We have worked with a sample of 552 first-year college students from different de-grees. The results of the hierarchical regression analysis show that the use of self-regulated learning strategies depends largely on the perceived self-efficacy for the use of these strategies, but also other personal variables such as interest in learning (and also to get good academic results) and per-ceived usefulness of using such strategies. A relevant fact was that more than the amount of time spent at work on academic tasks, it is the optimi-zation of time spent. No significant association was found between par-ents´ educational level and a more or less self-regulated behavior on aca-demic work. The data have clear implications not only for the design of in-structional processes in the classroom, but also for the design work re-quired in the not-attending hours of university students

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