Un modelo explicativo de las orientaciones de meta sobre la autorregulación del aprendizaje
Abstract
The objetive of this work was to suggest a model of causal relationship betweengoal orientations (task, ego self-enhancing, ego self-defeating and effort avoidance
goals) and cognitive (rehearsal, organization, and elaboration) and self-regulatory
(help seeking, time and effort manegement, and metacognitive self-regulation and
study environment) learning strategies. The sample included 632 university
students. Results found in this study provide support to suggest that the types of
goals that students pursue have important implications for self-regulatory and
cognitive strategies. Furthermore, it was obtained a chain of causal influences
between self-regulatory variables. Finally, this model let us understand the
operation of multiple goals pursuit so cognitive and self-regulatory learning
strategies use depend in part on the joint and interactive effects of the academic
goals.
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