Self-regulation and Learning Strategies of Beginner and Advanced University Students
DOI:
https://doi.org/10.18861/cied.2022.13.2.3255Keywords:
self-regulated-learning, motivation, learning strategies, higher educationAbstract
The authors analyze the self-regulation learning processes of university students from a degree in the area of computer systems in a private University in Uruguay. An analysis is made of the main features that characterize self-regulation processes drawn from a quant-qual investigation based on a pre-existing questionnaire adapted to this particular context. Such is the Motivated Strategies for Learning Questionnaire (MSLQ), which was administered to 187 students; semi-structured interviews were also carried out to 10 students. Among the most important results of the study, it is worth emphasizing the high level of intrinsic and extrinsic motivation and the diversity in the self-regulation learning strategies used by beginner and advanced students. Concerning the cognitive strategies, students mainly use deep information-processing strategies. Some of the self-regulation processes are developed in keeping with the beginner and advanced students' academic progress.
Downloads
References
Boekaerts, M., & Niemivirta, M. (2000). Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals. In M. Boekaerts, M. Zeidner & P. R Pintrich (Eds.), Handbook of Self-Regulation (pp. 417-450). Academic Press.
Curione, K., Gründler, V., Píriz, L., & Huertas, J. A. (2017). MSLQ-UY, validación con estudiantes universitarios uruguayos. Revista Evaluar, 17(2), 1-17. https://revistas.unc.edu.ar/index.php/revaluar/article/view/18716/18528
Curione, K., & Huertas, J. A. (2016). Revisión del MSLQ: veinticinco años de evaluación motivacional. Revista de Psicología, 12(24). http://bibliotecadigital.uca.edu.ar/repositorio/revistas/revision-mslq-evaluacion-curione-huertas.pdf
Curione, K., Huertas, J. A., Ortuño, V., Gründler, V., & Píriz, L. (2019). Validación del Bloque Estrategias de Aprendizaje del MSLQ con estudiantes universitarios uruguayos. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 53(1), 66-80.
Curione, K., Huertas, J. A., Trías, D., & Ortuño, V. (2018). Estudio de las relaciones entre motivación, aprendizaje autorregulado y rendimiento académico en estudiantes de Psicología. In K. Curione (Ed.), Motivación, Autorregulación y Rendimiento Académico en Estudiantes de Psicología (pp. 129- 162). Universidad Católica del Uruguay.
Hernández, A., & Camargo, Á. (2017). Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática. Revista Latinoamericana de Psicología, 49(2), 146-160. https://doi.org/10.1016/j.rlp.2017.01.001
Hernández-Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., & Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: una comparación y reflexión teórica. Psicología Educativa, 20(1), 11–22. https://doi.org/10.1016/j.pse.2014.05.002
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
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). National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. http://files.eric.ed.gov/fulltext/ED338122.pdf
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. https://doi.org/10.1177/0013164493053003024
Rinaudo, M., Chiecher, A., & Donolo, D. (2003). Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivated Strategies Learning Questionnaire. Anales de Psicología, 19(1), 107-119.
Schunk, D., & Greene, J. (2018). Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance. In D. Schunk & J. Green (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 1-15).: Routledge.
Ventura, A. C., Cattoni, M. S., & Borgobello, A. (2017). Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos. Revista Electrónica Educare, 21(2), 1-20. https://doi.org/10.15359/ree.21-2.15
Zimmerman, B. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press.
Zimmerman, B. (2013). From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
Zimmerman B., & Schunk, D. (2012). Motivation: An essential Dimension of Self-Regulated Learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research and Applications. Routledge. https://doi.org/10.4324/9780203831076
Zusho, A. (2017). Toward an Integrated Model of Student Learning in the College Classroom. Educational Psychology Review, 29(2), 301-324. https://doi.org/10.1007/s10648-017-9408-4
