Personal self-regulation, academic achievement, and satisfaction of learning (product)

• Autores: Jesús de la Fuente Arias , Lucía Zapata Sevillano, Francisco Javier Peralta Sánchez, Mireia López
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 4, Nº. 1, 2014 (Ejemplar dedicado a: LA PSICOLOGÍA DE HOY), págs. 187-196
• Idioma: inglés
• DOI: 10.17060/ijodaep.2014.n1.v4.602
• Enlaces
  • Texto completo
• Resumen

  • Introduction. Every teaching-learning process aims toward a certain product, which is based on certain objectives and purposes that are to result in the student learning a specific subject matter. This product is called academic performance. Performance has been defined and categorized by different authors. Most research has analyzed performance based on a single global qualification. This tendency to reduce the outcome of learning to a single grade has become one of the main criticisms of research on academic performance. This variable has taken on greater importance in educational research in recent decades, with many variables being studied for their influence on the academic performance of university students. Some of these variables are approaches to learning, self-regulated learning, student attitudes, coping strategies and so on. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and satisfaction with learning and performance. In complementary fashion, the level of personal self-regulation had a significant main effect on a high level of satisfaction with learning, specifically in the satisfaction with learning factor and in thoughtful learning, and by high levels of procedural and attitudinal performance. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of satisfaction with learning, and academic performance.

• Referencias bibliográficas
  • Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of...
  • Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7, 1–15.
  • Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation. San Diego, CA:...
  • Biggs, J. (2001). Teaching for Quality Learning at University (3rd Ed.). Buckingham: Open University Press.
  • Brown, J. M. (1998). Self-regulation and the addictive behaviours. En W. R. Miller y N. Heather (Eds.), Treating Addictive Behaviors (2nd...
  • Brown, J.M., Miller, W.R., Lawendowski, L.A. (1999). The self-regulation questionnaire. In: VandeCreek, L, Jackson, TL. (Eds.). Innovations...
  • Carey, K.B., Neal, D.J., & Collins, S.E. (2004). A Psychometric analysis of self-regulation questionnaire. Addictive Behaviours, 29, 253-260.
  • Creed, P.A., Fallon, T., & Hood, M. (2009). The relationship between career adaptability person and situation variables, and career concerns...
  • De la Fuente, J. (2003a). Competencias académico-profesionales para la formación psicológica. [Academic-professional competencies for the...
  • De la Fuente, J. (2003b). ¿Por qué los alumnos no construyen un conocimiento académico y profesional integrado? Reflexiones para una investigación...
  • De la Fuente, J., & Cardelle-Elawar, M. (2011). Personal Self-Regulation and Copyng Style in University Students. In L.B., and R.A. Nichelson...
  • De la Fuente, J., & Martínez, J. M. (2004). Escala para la Evaluación Interactiva del Proceso de Enseñanza-Aprendizaje, EIPEA. [Scale...
  • De la Fuente, J., & Martínez-Vicente, J. M. (2007). Scales for Interactive Assessment of the Teaching-Learning Process, IATLP. Almería:...
  • De la Fuente, J., & Justicia, F. (2007). The DEDEPRO model for regulating teaching and learning: recent advances. Electronic Journal of...
  • De la Fuente, J., Justicia, F., Casanova, P., & Trianes, M.V. (2004). Perception about construction of academic and professional competences...
  • De la Fuente, J., Peralta, F.J., & Sánchez, M.D. (2009). Autorregulación personal y la percepción de los comportamientos escolares desadaptativos....
  • De la Fuente, J., Pichardo, M.C., Justicia, F. & Berbén, A.B. (2008). Enfoques de aprendizaje, autorregulación y rendimiento en tres universidades...
  • De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Cardelle-Elawar, M., Sander, P., Justicia, F., Pirchardo, M.C., & García-Berbén,...
  • Elliot, A.J., & Dweck, C.S. (2007). Handbook of Competence and Motivation. New York: Guilford University Press.
  • Entwistle, N.J., & Peterson, E.R. (2004). Conceptions of learning and knowledge in higher education: relationships with study behavior...
  • Karoly, P., Boekaerts, M., & Maes, S. (2005). Toward Consensus in the Psychology of Self- Regulation: How Far Have We Come? How Far Do...
  • Kogan, S.M., & Bordy, G.H. (2009). Linking parenting and informal mentor processes to depressive symptoms among rural African American...
  • Latham, G.P., & Locke, E.A. (2007). New Developments in and Directions for Goal-Setting Research. European Psychologist, 12(4), 290-300.
  • Locke, E.A. (1976). The nature and causes of job satisfaction. In M.D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology...
  • Miller, W.R., & Brown, J.M (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviours. In...
  • Neal, D.J., & Carey, K.B. (2005). A follow-up psychometric analysis of the Self-Regulation Questionnaire. Psychology of Addictive Behaviors,...
  • Okun, M.A, Levy, R., Karoly, P., & Ruehlman, L. (2009). Dispositional happiness and college student GPA: Unpacking a null relation. Journal...
  • Pichardo, M.C., Justicia, F., García-Berbén, A.B., De la Fuente, J., & Martínez-Vicente, J.M. (in review). Psychometric Analysis of the...
  • Torrano, F., & González, M.C. (2004). Self-regulated learning: current and future directions. Electronic Journal of Research in Educational...
  • Vancouver, J.B., & Scherbaum C. A. (2008). Do we self-regulate actions or perceptions? A test of two computational models. Computational...
  • Vohs, K. D., Schmeichel, B. J., Nelson, N. M., Baumeister, R. F., Twenge, J. M., & Tice D. M. (2008). Making choices impairs subsequent...
  • Winne, P.H. (2004). Comments on motivation in real-life, dynamic and interactive learning environments. European Psychologist, 9(4) 257-264.
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41 (2), 64-70.