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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التفاصيل البيبلوغرافية
المؤلفون الرئيسيون:	Gaxiola Romero, José Concepción, González Lugo, Sandybell
التنسيق:	info:eu-repo/semantics/article
اللغة:	spa
منشور في:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019
الموضوعات:	Learning methods high school students student adjustment. Estrategias de aprendizaje bachillerato adaptación del estudiante.
الوصول للمادة أونلاين:	https://redie.uabc.mx/index.php/redie/article/view/1983
الوسوم:	إضافة وسم لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!

id	repositorioinstitucional-20.500.12930-6335
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spelling	repositorioinstitucional-20.500.12930-63352023-05-09T15:05:16Z 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. 2019-03-19 2021-06-03T03:09:16Z 2021-06-03T03:09:16Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1983 10.24320/redie.2019.21.e08.1983 https://hdl.handle.net/20.500.12930/6335 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 text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 10 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 10 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Learning methods high school students student adjustment. Estrategias de aprendizaje bachillerato adaptación del estudiante.
spellingShingle	Learning methods high school students student adjustment. Estrategias de aprendizaje bachillerato adaptación del estudiante. Gaxiola Romero, José Concepción González Lugo, Sandybell 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.
format	info:eu-repo/semantics/article
author	Gaxiola Romero, José Concepción González Lugo, Sandybell
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
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_	1792610575104081920

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

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