Self-regulated profiles and academic achievement

  1. Valle Arias, Antonio
  2. Núñez Pérez, José Carlos 1
  3. González Cabanach, Ramón
  4. González-Pienda García, Julio Antonio 1
  5. Rodríguez Martínez, Susana
  6. Rosário, Pedro
  7. Cerezo Menéndez, Rebeca 1
  8. Muñoz Cadavid, María A.
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2008

Volumen: 20

Número: 4

Páginas: 724-731

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Perfiles de aprendizaje autorregulado y rendimiento académico. Hasta la fecha, la investigación sobre la relación entre autorregulación del aprendizaje y rendimiento académico, en general, ha arrojado resultados no siempre coincidentes. En este trabajo se pretende investigar dicha relación desde una nueva perspectiva, la cual consiste en clasificar a los estudiantes como más o menos autorreguladores en base a diferentes indicadores y con la ayuda del análisis cluster. Por tanto, el objetivo de este trabajo consistió en identificar posibles perfiles de aprendizaje autorregulado en una muestra de estudiantes universitarios. Para ello, mediante análisis de regresión múltiple (método de pasos sucesivos), se trató de comprobar qué variables de las seleccionadas predecían mejor la autorregulación metacognitiva. Posteriormente, a través de análisis cluster, con esas variables se identificaron tres perfiles de aprendizaje autorregulado significativamente diferentes. Por último, mediante un ANOVA, se analizó la relación existente entre tales perfiles de aprendizaje autorregulado y el rendimiento académico. Se presentan y comentan las implicaciones de estos datos para la práctica educativa en la Universidad.

Referencias bibliográficas

  • Allgood, W.P., Risko, V.J., Álvarez, M.C., & Fairbanks, M.M. (2000). Factors that influence study. In R.F. Flippo & D.C. Caverly (Ed.): Handbook of college reading and study strategy research (NJ: LEA), 201-219.
  • Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
  • Garavalia, L., & Gredler, M. (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29, 221-230.
  • Heikkilä, A., & Lonka, K. (2006). Studying in higher education: Students’ approaches to learning, self-regulation and cognitive strategies. Studies in Higher Education, 31, 99-117.
  • Karoly, P., Boekaerts, M., & Maes, S. (2005). Toward consensus in the psychology of self-regulation: How far have we come? How far do we have yet to travel? Applied Psychology: An International Review, 54, 300-311.
  • Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218.
  • Nota, L., Soresi, S., & Zimmerman, B.J. (2004). Self-regulation and academia achievement and resilience: A longitudinal study. International Journal of Educational Research, 41, 198-251.
  • Núñez, J.C., Solano, P., González-Pienda, J.A., & Rosário, P. (2006a). Self-regulating learning as a resource and a goal of education. Papeles del Psicólogo, 27, 139-146.
  • Núñez, J.C., Solano, P., González-Pienda, J.A., & Rosário, P. (2006b). Self-regulation processes measurement through self-report methodology. Psicothema, 18, 353-358.
  • Patrick, H., & Middleton, M.J. (2002). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist, 37, 27-39.
  • Perry, N.E. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37, 1-3.
  • Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P.R., & DeGroot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Pintrich, P.R., & Zusho, A. (2002). The development of academic selfregulation: The role of cognitive and motivational factors. In A. Wigfield & J.S. Eccles (Ed.): Development of achievement motivation (pp. 249-284). San Diego: Academic Press.
  • Pintrich, P.R., Smith, D.A., García, T., & McKeachie, W.J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Ann Arbor, MI: National Center for Research to Improve Postsecundary Teaching and Learning).
  • Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106, 1825-1853.
  • Rosário, P., Mourao, R., Trigo, J., Núñez, J.C., y González-Pienda, J.A. (2005). SRL enhancing narratives: Testas’ (mis)adventures. Academic Exchange Quarterly, 9, 73-77.
  • Rosário, P., Mourão, R., Núñez, J.C., González-Pienda, J.A., Solano, P., & Valle, A. (2007). Evaluating the efficacy of a program to enhance college students’ SRL processes and learning strategies. Psicothema, 19, 353-358.
  • Schunk, D.H., & Zimmerman, B.J. (2003). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.
  • Skaalvik, E. (1997). Self- enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, selfperceptions and anxiety. Journal of Educational Psychology, 89, 71-81.
  • Tuckman, B.W. (2003). The effect of learning and motivation strategies training on college students’ achievement. Journal of College Student Development, 44, 430-437.
  • Valle, A., Cabanach, R.G., Núñez, J.C., González-Pienda, J.A., Rodríguez, S., & Piñeiro, I. (2003). Cognitive, motivational and volitional dimensions of learning: An empirical test of a hypothetical model. Research in Higher Education, 44, 557-580.
  • Valle, A., Cabanach, R.G., Rodríguez, S., Núñez, J.C., González-Pienda, J.A., Solano, P., & Rosário, P. (2007). A motivational perspective on the self-regulated learning in higher education. In P.B. Richards (Ed.): Global issues in higher education (pp. 99-125). New York: Nova Science Publishers.
  • VanZile-Tamsen, C. (2001). The predictive power of expectancy of success and task value for college students’ self-regulated strategy use. Journal of College Student Development, 42, 233-241.
  • Weinstein, C.E., Husman, J., & Dierking, D.R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boakaerts, P.R. Pintrich & M. Zeidner (Ed.): Handbook of self-regulation (pp. 727- 747). San Diego: Academic Press.
  • Winne, P.H., & Jamieson-Noel, D. (2003). Self-regulating studying by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology, 28, 259-276.
  • Winne, P.H., & Perry, N.E. (2000). Measuring self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Ed.): Handbook of selfregulation (pp. 531-566). San Diego: Academic Press.
  • Winne, P.H., Jamieson-Noel, D.L., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies and self-regulated learning. In P.R. Pintrich & M.L. Maehr (Ed.): Advances in motivation and achievement: New directions in measures and methods (vol. 12; pp. 121-155). Greenwich, CT: JAI Press.
  • Wolters, C.A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition and achievement. Journal of Educational Psychology, 96, 236- 250.
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70.
  • Zusho, A., Pintrich, P.R., & Cortina, K.S. (2005). Motives, goals and adaptive patterns of performance in Asian American and Anglo-American students. Learning and Individual Differences, 15, 141-158.
Fuente de los datos: Dialnet