Self-efficacy and Use of Strategies for Self-regulated Learning in University Students

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: Pool-Cibrián, Wilson Jesús, Martínez-Guerrero, José
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/551
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spelling redie-article-5512020-12-14T19:33:49Z Self-efficacy and Use of Strategies for Self-regulated Learning in University Students Autoeficacia y uso de estrategias para el aprendizaje autorregulado en estudiantes universitarios Pool-Cibrián, Wilson Jesús Martínez-Guerrero, José Perceived self-efficacy Learning strategies Higher education Path analysis Item Response Theory. Autoeficacia percibida Estrategias de aprendizaje Educación superior Análisis de senderos Teoría de Respuesta al Ítem. 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. En este estudio se evaluó la relación entre la autoeficacia percibida, metas de aprendizaje y estrategias para el aprendizaje autorregulado. Se aplicaron cuestionarios de autoeficacia y de estrategias de aprendizaje a 766 estudiantes universitarios. Se valoraron las propiedades psicométricas de los instrumentos mediante análisis factoriales exploratorios y confirmatorios y análisis con el modelo de respuesta graduada (MRG) de la Teoría de Respuesta al Ítem (TRI). Se obtuvieron seis factores: autoeficacia percibida, problemas de concentración, metas de aprendizaje, estrategias metacognitivas, de dominio y de comprensión. Con un análisis de senderos (Path Analysis) se identificaron asociaciones entre la autoeficacia percibida con metas de aprendizaje (r =.48) y problemas de concentración (r =-.45); también se encontró una relación negativa entre estas dos últimas variables (r =-.46). Los tres factores anteriores resultaron predictores de estrategias metacognitivas (R2 =.22), de dominio (R2 =.26) y de comprensión (R2 =.12). Los resultados se interpretan desde la perspectiva cognitivo social del aprendizaje autorregulado. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/551 Revista Electrónica de Investigación Educativa; Vol. 15 No. 3 (2013) Revista Electrónica de Investigación Educativa; Vol. 15 Núm. 3 (2013) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/551/810 https://redie.uabc.mx/index.php/redie/article/view/551/837 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Pool-Cibrián, Wilson Jesús
Martínez-Guerrero, José
spellingShingle Pool-Cibrián, Wilson Jesús
Martínez-Guerrero, José
Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
author_facet Pool-Cibrián, Wilson Jesús
Martínez-Guerrero, José
author_sort Pool-Cibrián, Wilson Jesús
title Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
title_short Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
title_full Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
title_fullStr Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
title_full_unstemmed Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
title_sort self-efficacy and use of strategies for self-regulated learning in university students
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2013
url https://redie.uabc.mx/index.php/redie/article/view/551
_version_ 1715723540327563264

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