Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico

  1. Nerea Larruzea-Urkixo 1
  2. Olga Cardeñoso Ramírez 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revue:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Année de publication: 2020

Volumen: 38

Número: 2

Pages: 453-473

Type: Article

DOI: 10.6018/RIE.334301 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

D'autres publications dans: Revista de investigación educativa, RIE

Résumé

Introduction: Identifying differences in self-regulatory processes among current students is key to improve training in our universities. The aim of this study is to analyze the variability in the aforementioned processes according to gender, teaching specialty, grades (admission grade and grade point average, GPA) and other variables related to academic performance. Method: 456 Primary Education and Early Childhood Education students participated in the study (335 women and 119 men) by completing the Spanish version of the Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013). Results: Differences were found in self-regulated learning based on gender, but not on specialty or on the interaction between gender*specialty. It was also shown that female students had greater self-regulatory skills than male students in both motivational variables and learning strategies. Besides, differences were found in self-regulated learning according to admission grade, grade point average and the interaction gender*grade point average. Although, overall, the data obtained confirm that “the higher the admission grade, the better self-regulatory skills”, results revealed a decline among students with better grades in several subscales except for peer learning. Finally, it was shown that female students have a higher awareness of the degree’s difficulty, dedicate more hours and present a better academic performance than expected. Discussion: These difference between students should be considered in order to promote self-regulation in the classroom

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