Publication: Relación entre rendimiento académico y desarrollo de
estrategias de autorregulación en estudiantes universitarios
Authors
Sáiz Manzanares, María Consuelo ; Valdivieso-León, Lorena
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.385491
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info:eu-repo/semantics/article
Description
Abstract
En este estudio se analiza la relación entre la auto-percepción que los estudiantes tienen de
su conocimiento declarativo y procedimental con el rendimiento académico. Participaron 116
estudiantes universitarios de primero y segundo curso de grado en dos estudios, uno cuasi-
experimental (antes-después sin grupo control) donde la variable independiente fue la
“enseñanza basada en estrategias de autorregulación” y la variable dependiente “sus
respuestas en las escalas de metacognición y apoyo al procesamiento” de las ACRA (r)
(Escalas de estrategias de aprendizaje). Y otro descriptivo-correlacional que analizaba la
relación entre estrategias metacognitivas y de apoyo al procesamiento y las respuestas de
aprendizaje. Los resultados indican diferencias en la auto-percepción que tienen los
estudiantes acerca de la adquisición de competencias declarativas y procedimentales
después del entrenamiento en autorregulación. La mayor efectividad se observa en el primer
curso. Lo que aconseja una metodología de enseñanza-aprendizaje universitaria basada en
estrategias de autorregulación.
We study the relationship between student ́s self-perceptions of their declarative and procedural knowledge and their academic performance. 116 university students, in their first and second year of their degree courses participated in two studies. One was quasi- experimental (before-after-no control group), in which the independent variable was “learning based on self-regulation strategies” and the dependent variable was “their responses to scales on metacognition and information processing skills) taken from ACRA (learning strategies scales). A second descriptive-correlational test analyzed the triadic relation between metacognitive strategies, information processing skills and learning outcomes. The results point out to differences in student self-perceptions regarding the acquisition of declarative procedural competencies after self-regulation training. The greatest effectiveness was observed in the first year, lending support to university learning- teaching methodology based on self-regulation strategies.
We study the relationship between student ́s self-perceptions of their declarative and procedural knowledge and their academic performance. 116 university students, in their first and second year of their degree courses participated in two studies. One was quasi- experimental (before-after-no control group), in which the independent variable was “learning based on self-regulation strategies” and the dependent variable was “their responses to scales on metacognition and information processing skills) taken from ACRA (learning strategies scales). A second descriptive-correlational test analyzed the triadic relation between metacognitive strategies, information processing skills and learning outcomes. The results point out to differences in student self-perceptions regarding the acquisition of declarative procedural competencies after self-regulation training. The greatest effectiveness was observed in the first year, lending support to university learning- teaching methodology based on self-regulation strategies.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, N. 3, V. 23, 2020
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