Self-regulated profiles and academic achievement / Perfiles de aprendizaje autorregulado y rendimiento académico
Psicothema (Oviedo)
; 20(4): 724-731, 2008. ilus, tab
Artigo
em En
| IBECS
| ID: ibc-68831
Biblioteca responsável:
ES15.1
Localização: ES15.1 - BNCS
ABSTRACT
To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated learning profiles in a sample of university students. By means of stepwise linear regression analysis, we determined which of the selected variables better predicted metacognitive self-regulation. Then, three significantly different self-regulated learning profiles were obtained by two-step cluster analysis with those variables. Lastly, ANOVA was used to analyse the relation between the self-regulated learning profiles and academic achievement. The implications of these data for the educational practice at university are discussed
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Coleções:
Bases de dados nacionais
/
Espanha
Base de dados:
IBECS
Assunto principal:
Logro
/
Instrução Programada
Tipo de estudo:
Estudo prognóstico
Limite:
Adulto
/
Feminino
/
Humanos
/
Masculino
Idioma:
Inglês
Revista:
Psicothema (Oviedo)
Ano de publicação:
2008
Tipo de documento:
Artigo
Instituição/País de afiliação:
University of A Coruña/España
/
University of Minho/Portugal
/
University of Oviedo/España
/
University of Santiago de Compostela/España