Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use.

  1. Cerezo, Rebeca 1
  2. Fernández, Estrella 1
  3. Amieiro, Natalia 1
  4. Valle, Antonio
  5. Rosário, Pedro
  6. Núñez, José Carlos 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2019

Volumen: 24

Número: 1

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2018.08.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Las intervenciones diseñadas para mejorar la autorregulación académica deben considerar la importancia de las variables motivacionales, y la relación entre ellas, para mejorar el uso de estrategias de autorregulación del aprendizaje. El objetivo fundamental del estudio se ha centrado en analizar cómo el entrenamiento en estrategias de autorregulación del aprendizaje está relacionado con el incremento en el conocimiento de estas estrategias, con la autoeficiencia percibida para su uso, la utilidad percibida de las mismas y el uso efectivo de estas estrategias en las tareas de aprendizaje. Para ello, se ha utlizado un diseño cuasi-experimental pretest-postest, con un grupo control (n=206) y un grupo experimental (n=167) de estudiantes universitarios. Los estudiantes del grupo experimental han recibido, además de participar en la instrucción habitual como el grupo control, un entrenamiento extra en el uso de estrategias de autorregulación del aprendizaje. La intervención ha favorecido una mejora estadísticamente significativa del conocimiento de estrategias de autorregulación del aprendizaje, asociada a una mejora significa en la percepción de autoeficiencia para el uso de esas estrategias. Sin embargo, el incremento en conocimiento de estrategias de autorregulación del aprendizaje y de la competencia percibido para ponerlas en práctica no ha favorecido una mejora en la utilidad percibida del uso de las mismas. No hay estudios previos que hayan examinado el papel mediador desempeñado por la autoeficiencia del estudiante y la utilidad percibida en el uso de las estrategias, por lo que se han extraído implicaciones significativas para la enseñanza y la planificación de la intervención. El comportamiento competente depende, en gran medida, de la adquisición de conocimientos y habilidades, pero el conocimiento, la capacitación y la motivación no son suficientes en el aprendizaje autorregulado.

€ Ver financiación

Información de financiación

This work was supported by the Spanish Ministry of Science and Innovation [EDU2010-16231] and the Spanish Ministry of Economy, Industry and Competitiveness - Dirección General de Investigación Científica y Técnica [EDU2014-57571-P].

Financiadores

Referencias bibliográficas

  • Aizpurua, A., Lizaso, I., y Iturbe, I. (2018). Learning strategies and reasoning skills of university students. Revista de Psicodidáctica, 23(2), 110–116. http://dx.doi.org/10.1016/j.psicoe.2018.02.002
  • Arbuckle, J. L. (2013). Amos 22.0 user’s guide. Crawfordville: Amos Development Corporation.
  • Azevedo, R., Millar, G. C., Taub, M., Mudrick, N. V., Bradbury, A. E., y Price, M. J. (2017). Using data visualizations to foster emotion regulation during self-regulated learning with advanced learning technologies: A conceptual framework. pp. 444–448. Canada: Proceedings of the seventh international learning analytics & knowledge conference. Recovered from https://dl.acm.org/citation.cfm?id=3027440&dl=ACM&coll=DL
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.
  • Bjork, R. A., Dunlosky, J., y Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. http://dx.doi.org/10.1146/annurev-psych-113011-143823
  • Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186.
  • Boekaerts, M., y Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 417–450). San Diego, CA, US: Academic Press.
  • Broadbent, J., y Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. http://dx.doi.org/10.1016/j.iheduc.2015.04.007
  • Browne, M. W., y Cudeck, R. (1993). Alternative ways of assessing model fit. En K. Bollen y J. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
  • Cerezo, R., Núnez, ˜ J. C., Rosário, P., Valle, A., Rodríguez, S., y Bernardo, A. (2010). New media for the promotion of self-regulated learning in higher education. Psicothema, 23, 306–315.
  • Cleary, T. J., y Kitsantas, A. (2017). Motivation and self-regulated learning influences on middle school mathematics achievement. School Psychology Review, 46, 88–107. http://dx.doi.org/10.17105/SPR46-1.88-107
  • Dörrenbächer, A., y Perels, F. (2016). More is more? Evaluation of interventions to foster self-regulated learning in college. International Journal of Educational Research, 78, 50–65. http://dx.doi.org/10.1016/j.ijer.2016.05.010
  • Efklides, A. (2011). Interactions of metacognition with motivation and affect in selfregulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. http://dx.doi.org/10.1080/00461520.2011.538645
  • Fantuzzo, J., LeBoeuf, W., Rouse, H., y Chen, C. (2012). Academic achievement of African American boys: A city-wide, community-based investigation of risk and resilience. Journal of School Psychology, 50(5), 559–579. http://dx.doi.org/10.1016/j.jsp.2012.04.004
  • Finney, S. J., y DiStefano, C. (2006). Non-normal and categorical data in structural equation modelling. En G. R. Hancock y R. O. Mueller (Eds.), Structural equation modelling: A second course (pp. 269–314). Greenwich, CT: Information Age Publishing.
  • Fulmer, S. M., y Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219–246. http://dx.doi.org/10.1007/s10648-009-9107-x
  • Hattie, J., Biggs, J., y Pudie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136. http://dx.doi.org/10.2307/1170605
  • Jiménez, L., García, A. J., López-Cepero, J., y Saavedra, F. J. (2018). The brief-ACRA scale on learning strategies for university students. Revista de Psicodidáctica, 23(1), 63–69. http://dx.doi.org/10.1016/j.psicoe.2017.03.001
  • Jöreskog, K. G., y Sörbom, D. (1983). LISREL – 6 user’s reference guide. Mooresville, IN: Scientific Software.
  • Kramarski, B., y Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157–191. http://dx.doi.org/10.1007/s11409-016-9164-8
  • Lens, W., y Tsuzuki, M. (2005, September). The role of motivation and future time perspective in educational and career development. Lisboa, Portugal: Paperpresented at the Conferência Internacional da Associac¸ ão Internacional de Orientac¸ ão Escolar e Profissional (AIOSP).
  • Núnez, ˜ J. C., Amieiro, N., Álvarez, D., García, T., y Dobarro, A. (2015). Escala de evaluación de la autorregulación del aprendizaje a partir de textos (ARATEX-R). European Journal of Education and Psychology, 8, 9–22. http://dx.doi.org/10.1016/j.ejeps.2015.10.002
  • Núnez, ˜ J. C., Cerezo, R., González-Pienda, J. A., Rosário, P., Valle, A., Fernández, E., y Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of an experience in higher education. Psicothema, 23, 274–281.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research [Monograph]. Frontiers in Psychology, 8, 1–28. http://dx.doi.org/10.3389/fpsyg.2017.00422
  • Peeters, J., De Backer, F., Reina, V. R., Kindekens, A., Buffel, T., y Lombaerts, K. (2014). The role of teachers’ self-regulatory capacities in the implementation of self-regulated learning practices. Procedia-Social and Behavioral Sciences, 116, 1963–1970. http://dx.doi.org/10.1016/j.sbspro.2014.01.504
  • Pellas, N. (2014). The influence of computer self-efficacy, metacognitive selfregulation and self-esteem on student engagementin online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157–170. http://dx.doi.org/10.1016/j.chb.2014.02.048
  • Pike, G. R., y Kuh, G. D. (2005). A tipology of student engagement for American colleges and universities. Research in Higher Education, 46, 185–209. http://dx.doi.org/10.1007/s11162-004-1599-0
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. http://dx.doi.org/10.1037/0022-0663.95.4.667
  • Pintrich, P. R., y Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. En R. P. Perry y J. C. Smart(Eds.), The scholarship ofteaching and learning in higher education: An evidence-based perspective (pp. 731–810). The Netherlands: Springer.
  • Rosário, P., Lourenc¸ o, A., Paiva, M. O., Núnez, ˜ J. C., González-Pienda, J. A., y Valle, A. (2012). Self-efficacy and perceived utility as necessary conditions for selfregulated academic learning. Anales de Psicología, 28, 37–44.
  • Rosário, P., Mourão, R., Nunez, ˜ J. C., Pienda, J., Solano, P., y Valle, A. (2007). Evaluating the efficacy of a program to enhance college students’ self-regulation learning processes and learning strategies. Psicothema, 19, 422–427.
  • Rosário, P., Núnez, ˜ J. C., Cerezo, R., Fernández, E., Solano, P., y Amieiro, N. (2018). Propiedades psicométricas del Cuestionario de Evaluación del Conocimiento sobre Estrategias de Autorregulación en universitarios (CEA-U). Journal of Psychology and Education.
  • Rosário, P., Núnez, ˜ J. C., Trigo, L., Guimarães, C., Fernández, E., Cerezo, R., y Figueiredo, M. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research and Development, 34, 173–187. http://dx.doi.org/10.1080/07294360.2014.935932
  • Roth, A., Ogrin, S., y Schmitz, B. (2016). Assessing self-regulated learning in higher education: A systematic literature review of self-report instruments. Educational Assessment, Evaluation and Accountability, 28(3), 225–250. http://dx.doi.org/10.1007/s11092-015-9229-2
  • Sakiz, G., Pape, S. J., y Hoy, A. W. (2012). Does perceived teacher affective supports matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. http://dx.doi.org/10.1016/j.jsp.2011.10.005
  • Schunk, D.H.(1991). Self-efficacy andacademicmotivation. Educational Psychologist, 26, 207–231. http://dx.doi.org/10.1207/s15326985ep2603&4 2
  • Steinbach, J., y Stoeger, H. (2016). How primary school teachers’ attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256–269. http://dx.doi.org/10.1016/j.tate.2016.08.017
  • Sterling, T. D. (1959). Publication decisions and their possible effects on inferences drawn from tests of significance or vice versa. Journal of the American Statistical Association, 54(285), 30–34. http://dx.doi.org/10.1080/01621459.1959.10501497
  • Van Dinther, M., Dochy, F., y Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. http://dx.doi.org/10.1016/j.edurev.2010.10.003
  • Vick, R. M., y Packard, B. W. (2008). Academic success strategy use among community-active urban Hispanic adolescents. Hispanic Journal of Behavioral Sciences, 30, 463–481. http://dx.doi.org/10.1177/0739986308322913
  • Wang, H. H., Chen, H. T., Lin, H. S., y Hong, Z. R. (2016). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research and Development, 36, 201–216. http://dx.doi.org/10.1080/07294360.2016.1176999
  • Wigfield, A., y Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. http://dx.doi.org/10.1016/j.dr.2009.12.001
  • Winne, P., y Hadwin, A.(2008). The weave of motivation and self-regulated learning. En D. Schunk y B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). New York: Lawrence Erlbaum Associates.
  • Winne, P., y Perry, N. (2000). Measuring self-regulated learning. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego: Academic Press.
  • Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187–202. http://dx.doi.org/10.1007/s12564-016-9426-9
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339. http://dx.doi.org/10.1037/0022-0663.81.3.329
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. http://dx.doi.org/10.3102/0002831207312909
  • Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. En B. J. Zimmerman y D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–65). NY: Routledge.
  • Zimmerman, B. J. (2013a). Theories of self-regulated learning and academic achievement: An overview and analysis. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 10–45). London: Routledge.
  • Zimmerman, B. J. (2013b). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48, 135–147. http://dx.doi.org/10.1080/00461520.2013.794676
  • Zimmerman, B. J., y Schunk, D. H. (2013). Reflections on theories of self-regulated learning and academic achievement. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 282–301). London: Routledge.
Fuente de los datos: Dialnet