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Self-efficacy and Use of Strategies for Self-regulated Learning in University Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Pool-Cibrián, Wilson Jesús Martínez-Guerrero, José I. |
| Copyright Year | 2013 |
| Abstract | 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. |
| Starting Page | 21 |
| Ending Page | 36 |
| Page Count | 16 |
| File Format | PDF HTM / HTML |
| Volume Number | 15 |
| Alternate Webpage(s) | http://repositorio.minedu.gob.pe/bitstream/handle/123456789/3226/Autoeficacia%20y%20uso%20de%20estrategias%20para%20el%20aprendizaje%20autorregulado%20en%20estudiantes%20universitarios.pdf?isAllowed=y&sequence=1 |
| Alternate Webpage(s) | http://www.scielo.org.mx/pdf/redie/v15n3/v15n3a2.pdf |
| Alternate Webpage(s) | https://redie.uabc.mx/redie/article/download/551/837 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
