Prediction of use self-regulation strategies in higher education

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.