Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
The study evaluated the relationship between perceived self-efficacy, learning goals, and self-regulated learning strategies. Questionnaires concerning self-efficacy and learning goals were applied to 766 university students. The instrument`s psychometric properties was assessed using exploratory an...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2013
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| Acceso en línea: | https://redie.uabc.mx/index.php/redie/article/view/551 |
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| Sumario: | The study evaluated the relationship between perceived self-efficacy, learning goals, and self-regulated learning strategies. Questionnaires concerning self-efficacy and learning goals were applied to 766 university students. The instrument`s psychometric properties was assessed using exploratory and confirmatory factor analysis with Samejima’s graded response model (GRM) of the Item Response Theory (IRT). Six factors were obtained: perceived self-efficacy, concentration problems, learning goals, metacognitive strategies; domain and comprehension strategies. Path analysis showed associations between perceived self-efficacy with learning goals (r=.48) and concentration problems (r=-.45); there was also a negative association found between the last two variables (r=-.46). The last three factors are predictors of metacognitive (R2=.22), domain (R2=.26) and comprehension (R2=.12) strategies. The results were interpreted with a social cognitive perspective of self-regulated learning. |
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