Relación de autorregulación del aprendizaje y autoeficacia general con las metas académicas de estudiantes universitarios

Translated title of the contribution: Self-regulation learning and general self-efficacy and their relation with academic goals in university students

Carmen G. Covarrubias-Apablaza, Hedy Acosta-Antognoni, Michelle Mendoza-Lira

Research output: Contribution to journalArticlepeer-review

Abstract

Based on Social Cognitive Theory and Learning Theories, the aim of the study is to analyze the relationship between learning self-regulation and self-efficacy beliefs in the dimensions of the academic goals of university students. The sample is composed of 231 participants belonging to a Chilean Public University, whose careers are associated with the sciences of economics, engineering, health, social sciences and humanities. The participants completed three self-report instruments with an approximate timing of 15 minutes. Three models were tested through linear regression analysis with the statistical package SPSS (v. 22.0). The results show that Model 1 (M1= Self-regulation learning and General self-efficacy to Academic goals) presents the best indicators to explain the academic goals in its sub-dimension learning goals, with an explained variance of 43%. It is concluded that the University must promote actions that support university students for designing their learning goals.

Translated title of the contributionSelf-regulation learning and general self-efficacy and their relation with academic goals in university students
Original languageSpanish
Pages (from-to)103-114
Number of pages12
JournalFormacion Universitaria
Volume12
Issue number6
DOIs
Publication statusPublished - 1 Jan 2019

ASJC Scopus subject areas

  • Education

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