Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students

Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students

Self-regulated learning is an important variable in academic success. Protective factors may help adolescents exhibit self-regulated learning in high school. The objective of this study was to evaluate, in a structural equation model, the role played by perceived social and academic support, resilie...

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Autores principales: Gaxiola Romero, José Concepción, González Lugo, Sandybell
格式: Online
語言:spa
出版: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019
在線閱讀:https://redie.uabc.mx/index.php/redie/article/view/1983
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spelling redie-article-19832020-12-11T18:01:47Z Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students Apoyo percibido, resiliencia, metas y aprendizaje autorregulado en bachilleres Gaxiola Romero, José Concepción González Lugo, Sandybell Learning methods high school students student adjustment. Estrategias de aprendizaje bachillerato adaptación del estudiante. Self-regulated learning is an important variable in academic success. Protective factors may help adolescents exhibit self-regulated learning in high school. The objective of this study was to evaluate, in a structural equation model, the role played by perceived social and academic support, resilient disposition, and academic goals in self-regulated learning in adolescents. After providing informed consent, 227 high school students answered a Likert-scale questionnaire. The results revealed a model in which perceived social and academic support was associated with self-regulated learning and a resilient disposition. On the other hand, having a resilient disposition affected academic goals, and lastly, academic goals affected self-regulated learning. The positive effect of protective factors on self-regulated learning is discussed, as are the implications for educational programs. El aprendizaje autorregulado es una variable importante para el éxito escolar. Los factores protectores pueden ayudar a los adolescentes a manifestar aprendizaje autorregulado durante el bachillerato. El objetivo del estudio fue evaluar en un modelo de ecuaciones estructurales, el papel del apoyo social y académico percibido, las disposiciones a la resiliencia y las metas académicas, en relación con el aprendizaje autorregulado de adolescentes. Previo consentimiento informado, 227 estudiantes de bachillerato respondieron un cuestionario de escalas tipo Likert, durante el horario escolar. Los resultados mostraron un modelo donde el apoyo social y académico percibido se relacionó con el aprendizaje autorregulado y las disposiciones de resiliencia; por otra parte, las disposiciones a la resiliencia afectaron a las metas académicas, y finalmente, las metas académicas afectaron al aprendizaje autorregulado. Se discute el efecto positivo de los factores protectores sobre el aprendizaje autorregulado, así como sus implicaciones en programas educativos. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019-03-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1983 10.24320/redie.2019.21.e08.1983 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 10 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 10 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1983/1746 https://redie.uabc.mx/index.php/redie/article/view/1983/1747 https://redie.uabc.mx/index.php/redie/article/view/1983/1826 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Gaxiola Romero, José Concepción
González Lugo, Sandybell
spellingShingle Gaxiola Romero, José Concepción
González Lugo, Sandybell
Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students
author_facet Gaxiola Romero, José Concepción
González Lugo, Sandybell
author_sort Gaxiola Romero, José Concepción
title Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students
title_short Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students
title_full Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students
title_fullStr Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students
title_full_unstemmed Perceived Support, Resilience, Goals, and Self-Regulated Learning in High School Students
title_sort perceived support, resilience, goals, and self-regulated learning in high school students
description Self-regulated learning is an important variable in academic success. Protective factors may help adolescents exhibit self-regulated learning in high school. The objective of this study was to evaluate, in a structural equation model, the role played by perceived social and academic support, resilient disposition, and academic goals in self-regulated learning in adolescents. After providing informed consent, 227 high school students answered a Likert-scale questionnaire. The results revealed a model in which perceived social and academic support was associated with self-regulated learning and a resilient disposition. On the other hand, having a resilient disposition affected academic goals, and lastly, academic goals affected self-regulated learning. The positive effect of protective factors on self-regulated learning is discussed, as are the implications for educational programs.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2019
url https://redie.uabc.mx/index.php/redie/article/view/1983
_version_ 1715723567479390208

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