Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades

Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades

Bibliographic Details
Main Authors: Ventura, Ana Clara, Cattoni, María Soledad, Borgobello, Ana
Format: Online
Language:spa
eng
Published: Universidad Nacional, Costa Rica 2017
Online Access:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632
id EDUCARE7632
record_format ojs
institution Universidad Nacional de Costa Rica
collection Revista Electrónica Educare
language spa
eng
format Online
author Ventura, Ana Clara
Cattoni, María Soledad
Borgobello, Ana
spellingShingle Ventura, Ana Clara
Cattoni, María Soledad
Borgobello, Ana
Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades
author_facet Ventura, Ana Clara
Cattoni, María Soledad
Borgobello, Ana
author_sort Ventura, Ana Clara
title Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades
title_short Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades
title_full Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades
title_fullStr Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades
title_full_unstemmed Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades
title_sort self-regulated learning at the university level: a situated study with students of psychopedagogy career in different academic grades
title_alt Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos
publisher Universidad Nacional, Costa Rica
publishDate 2017
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632
work_keys_str_mv AT venturaanaclara selfregulatedlearningattheuniversitylevelasituatedstudywithstudentsofpsychopedagogycareerindifferentacademicgrades
AT cattonimariasoledad selfregulatedlearningattheuniversitylevelasituatedstudywithstudentsofpsychopedagogycareerindifferentacademicgrades
AT borgobelloana selfregulatedlearningattheuniversitylevelasituatedstudywithstudentsofpsychopedagogycareerindifferentacademicgrades
AT venturaanaclara aprendizajeautorreguladoenelniveluniversitariounestudiosituadoconestudiantesdepsicopedagogiadediferentesciclosacademicos
AT cattonimariasoledad aprendizajeautorreguladoenelniveluniversitariounestudiosituadoconestudiantesdepsicopedagogiadediferentesciclosacademicos
AT borgobelloana aprendizajeautorreguladoenelniveluniversitariounestudiosituadoconestudiantesdepsicopedagogiadediferentesciclosacademicos
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spelling EDUCARE76322022-08-02T23:24:11Z Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos Ventura, Ana Clara Cattoni, María Soledad Borgobello, Ana Learning strategies motivational patterns MSLQe university students. Estrategias de aprendizaje patrones de motivación MSLQe estudiantado universitario. Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students. Ser capaz de autorregular adecuadamente el propio aprendizaje impacta positivamente en el rendimiento académico del alumnado. De aquí la relevancia de entender cuáles son, cómo se articulan y cómo cambian estrategias de aprendizaje y patrones de motivación en el transcurso de la formación académica. Los objetivos de este trabajo son: (a) describir estrategias cognitivas/metacognitivas de aprendizaje y patrones de motivación usadas por estudiantes (media y desviación estándar); (b) analizar las correlaciones entre ambos grupos de variables (correlación índice de Pearson); (c) contrastar resultados según Ciclo Básico (1° año) y Superior (5° año) de formación académica (prueba de hipótesis t de Student). El estudio cuantitativo ex post facto se basó en la administración de la versión argentina del MSLQ (Motivated Strategies Learning Questionnaire) denominada MSLQe a 114 estudiantes de psicopedagogía. Los resultados muestran: (a) un repertorio variado de estrategias y patrones de motivación para el aprendizaje; (b) un mayor uso de estrategias metacognitivas de autorregulación y estrategias de manejo del tiempo y ambiente de estudio se asoció a altos niveles en los patrones motivacionales de orientación a metas, valoración de la tarea, creencias de control y de autoeficacia del estudiantado; (c) diferencias significativas según el ciclo académico: a favor del alumnado principiante en estrategias cognitivas de repaso, autorregulación metacognitiva y organización; mientras que las puntuaciones fueron superiores para los alumnos y las alumnas avanzadas en relación a pensamiento crítico. Asimismo, respecto de los patrones de motivación, los grupos avanzados declararon mayores tendencias hacia metas de orientación intrínsecas, mientras que los principiantes lo hicieron en metas de motivación extrínsecas, creencias de control, de autoeficacia y ansiedad. Es posible concluir que la formación académica posibilitó una integración jerárquica tanto de estrategias superficiales y profundas, así como de patrones de motivación internos y externos del estudiantado. De este modo, este artículo contribuye a un análisis de dimensiones cognitivas (frías y cálidas) como contextualmente situado (niveles iniciales y finales de la formación académica) de las estrategias de aprendizaje y patrones de motivación de grupos universitarios de estudiantes. Universidad Nacional, Costa Rica 2017-04-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632 10.15359/ree.21-2.15 Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-20 Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-20 Revista Electrónica Educare; v. 21 n. 2 (2017): Educare Electronic Journal (May-August); 1-20 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632/16585 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632/10917 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632/10918 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632/10919 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632/10920 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7632/11461 Copyright (c) 2017 Revista Electrónica Educare

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