Prediction of use self-regulation strategies in higher education

  • Estrella Fernández Departamento de Psicología, Universidad de Oviedo (España)
  • Ana Bernardo Departamento de Psicología, Universidad de Oviedo (España)
  • Natalia Suárez Departamento de Psicología, Universidad de Oviedo (España)
  • Rebeca Cerezo Departamento de Psicología, Universidad de Oviedo (España)
  • José C. Núñez Departamento de Psicología, Universidad de Oviedo (España)
  • Pedro Rosário Departamento de Psicología, Universidad de Minho (Portugal)
Keywords: Self-regulation learning, motivation, hours of study, context

Abstract

The aim of this study has been to analyze the relevance of different motivational variables, behavioral and socio-educational variables about predicting the use of self-regulated learning strategies. We have worked with a sample of 552 first-year college students from different degrees. The results of the hierarchical regression analysis show that the use of self-regulated learning strategies depends largely on the perceived self-efficacy for the use of these strategies, but also other personal variables such as interest in learning (and also to get good academic results) and perceived usefulness of using such strategies. A relevant fact was that more than the amount of time spent at work on academic tasks, it is the optimization of time spent. No significant association was found between parents´ educational level and a more or less self-regulated behavior on academic work. The data have clear implications not only for the design of instructional processes in the classroom, but also for the design work required in the not-attending hours of university students.

Author Biography

Estrella Fernández, Departamento de Psicología, Universidad de Oviedo (España)
Becaria Predoctoral. Departamento de Psicología.Universidad de Oviedo.
Published
20-09-2013
How to Cite
Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J. C., & Rosário, P. (2013). Prediction of use self-regulation strategies in higher education. Anales De Psicología / Annals of Psychology, 29(3), 865-875. https://doi.org/10.6018/analesps.29.3.139341
Section
Developmental and Educational Psychology