Self-regulated learning: background and implementation to teaching marketing at university level

Abstract

The European Higher Education Area calls for students being able to self-regulate their academic tasks and adopt active learning strategies. If the teacher ignores the variables that affect self-regulated learning strategies, the teaching-learning process could be set up inadequately. We tested a model for self-regulated learning, which considers the class context, cognitions, motivations, attitudes and learning (as the dependent variable). Marketing students from three public and private universities form the sample. Using structural equation modeling, we found that the class context and the labour expectations have an influence over the perceived autonomy, perceived competence and the attitudes of the students. Moreover, different learning strategies are related to different motivations. Finally, the consequences of the findings and its role in the teaching-learning process are considered.