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

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

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

Resumen

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.

Título traducido de la contribuciónSelf-regulation learning and general self-efficacy and their relation with academic goals in university students
Idioma originalEspañol
Páginas (desde-hasta)103-114
Número de páginas12
PublicaciónFormacion Universitaria
Volumen12
N.º6
DOI
EstadoPublicada - 1 ene 2019

Palabras clave

  • Academic goals
  • General self-efficacy
  • Self-regulation learning
  • University students

Áreas temáticas de ASJC Scopus

  • Educación

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