Self-regulated profiles and academic achievement
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Outros Autores: | , , , , , , |
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 |
Resumo: | 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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Self-regulated profiles and academic achievementSocial SciencesTo 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.Hasta la fecha, la investigación sobre la relación entre autorregulación del aprendizaje y rendimiento académico, en general, ha arrojado resultados no siempre coincidentes. En este trabajo se pretende investigar dicha relación desde una nueva perspectiva, la cual consiste en clasificar a los estudiantes como más o menos autorreguladores en base a diferentes indicadores y con la ayuda del análisis cluster. Por tanto, el objetivo de este trabajo consistió en identificar posibles perfiles de aprendizaje autorregulado en una muestra de estudiantes universitarios. Para ello, mediante análisis de regresión múltiple (método de pasos sucesivos), se trató de comprobar qué variables de las seleccionadas predecían mejor la autorregulación metacognitiva. Posteriormente, a través de análisis cluster, con esas variables se identificaron tres perfiles de aprendizaje autorregulado significativamente diferentes. Por último, mediante un ANOVA, se analizó la relación existente entre tales perfiles de aprendizaje autorregulado y el rendimiento académico. Se presentan y comentan las implicaciones de estos datos para la práctica educativa en la Universidad.Colegio Oficial de Psicólogos del Principado de AsturiasUniversidade do MinhoValle, AntonioNúñez Perez, José CarlosCabanach, Ramón G.González-Pienda, Júlio A.Rodríguez, SusanaRosário, PedroCerezo, RebecaMuñoz-Cadavid, María A.20082008-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/11941eng"Psicothema." ISSN 0214-9915. 20:4 (2008) 724-731.0214-991518940075info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:24:51Zoai:repositorium.sdum.uminho.pt:1822/11941Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:18:58.431322Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Self-regulated profiles and academic achievement |
title |
Self-regulated profiles and academic achievement |
spellingShingle |
Self-regulated profiles and academic achievement Valle, Antonio Social Sciences |
title_short |
Self-regulated profiles and academic achievement |
title_full |
Self-regulated profiles and academic achievement |
title_fullStr |
Self-regulated profiles and academic achievement |
title_full_unstemmed |
Self-regulated profiles and academic achievement |
title_sort |
Self-regulated profiles and academic achievement |
author |
Valle, Antonio |
author_facet |
Valle, Antonio Núñez Perez, José Carlos Cabanach, Ramón G. González-Pienda, Júlio A. Rodríguez, Susana Rosário, Pedro Cerezo, Rebeca Muñoz-Cadavid, María A. |
author_role |
author |
author2 |
Núñez Perez, José Carlos Cabanach, Ramón G. González-Pienda, Júlio A. Rodríguez, Susana Rosário, Pedro Cerezo, Rebeca Muñoz-Cadavid, María A. |
author2_role |
author author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Valle, Antonio Núñez Perez, José Carlos Cabanach, Ramón G. González-Pienda, Júlio A. Rodríguez, Susana Rosário, Pedro Cerezo, Rebeca Muñoz-Cadavid, María A. |
dc.subject.por.fl_str_mv |
Social Sciences |
topic |
Social Sciences |
description |
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. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008 2008-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/11941 |
url |
http://hdl.handle.net/1822/11941 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
"Psicothema." ISSN 0214-9915. 20:4 (2008) 724-731. 0214-9915 18940075 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Colegio Oficial de Psicólogos del Principado de Asturias |
publisher.none.fl_str_mv |
Colegio Oficial de Psicólogos del Principado de Asturias |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132646044860416 |