Autoeficacia en la autorregulación del aprendizaje de estudiantes universitarios

Abstract

One of the main challenges facing Universities today is to ensure that students acquire enough skills to take the learning process independiently. It is important to study the variables which can facilitate the development of a self-regulated learning in students of Higher Education to respond to this need. The principal aim of this study is to analyze  the  level of  perceived  self efficacy  in  the  use  of  self-regulated  learning strategies in university students and the relationship between this motivational variable, the use of these strategies and academic performance. Data have been collected from a sample of 562 fist-year students from twelve degrees of the University of Oviedo who have completed the Self-Regulated Learning Processes Inventory, a SelfEfficacy Inventory to use Self-regulated Learning Strategies and an academic and personal data questionnaire. Results suggest that higher level of self-efficacy to use self-regulated learning strategies the higher use of self-regulated learning strategies and the higher academic achievement