Self-regulated profiles and academic achievement

• Autor(a) principal: Valle, Antonio
• Data de Publicação: 2008
• Outros Autores: Núñez Perez, José Carlos, Cabanach, Ramón G., González-Pienda, Júlio A., Rodríguez, Susana, Rosário, Pedro, Cerezo, Rebeca, Muñoz-Cadavid, María A.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/1822/11941
• topic: Social Sciences

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.