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Análisis de perfiles estratégicos para el aprendizaje autorregulado de matemática en Educación Superior y su relación con el rendimiento académico

  • Sofía Funkner [1] ; Laura Beatriz Wagner [1] ; Maria Paula Dieser [1]
    1. [1] Universidad Nacional de La Pampa

      Universidad Nacional de La Pampa

      Argentina

  • Localización: Epsilon: Revista de la Sociedad Andaluza de Educación Matemática "Thales", ISSN-e 2340-714X, ISSN 1131-9321, Nº 117, 2024, págs. 7-29
  • Idioma: español
  • Títulos paralelos:
    • Analysis of strategic profiles for self-regulated learning mathematics in Higher Education and their relationship with academic performance
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  • Resumen
    • español

      El aprendizaje autorregulado ofrece un marco para comprender algunas variables que influyen en el desempeño académico. En este trabajo se analizan perfiles estratégicos de 327 estudiantes de un curso inicial de matemática en una universidad argentina. Se encuentra que, en general, son moderadamente estratégicos, destacando la regulación del esfuerzo y la baja disposición a colaborar con pares. Además, la frecuencia de uso de algunas estrategias depende de variables sexogenéricas y del historial académico, y los estudiantes más estratégicos tienen mayores probabilidades de éxito. Esto evidencia la importancia de promover el uso de estrategias autorregulatorias para mejorar el desempeño estudianti

    • English

      Self-regulated learning offers a framework for understanding some variables that influence academic performance. In this paper, strategic profiles of 327 students who have taken a mathematics subject in the initial university cycle at an Argentine university are analyzed. It is found that, in general, these students are moderately strategic, highlighting the effort regulation and the low willingness to collaborate among peers. In addition, the frequency of use of some strategies depends on sex-gender variables and academic history, and more strategic students are more likely to succeed. This shows the importance of promoting self-regulated learning to improve student performance

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