Universidad de Granada Digibug
 

Repositorio Institucional de la Universidad de Granada >
1.-Investigación >
Departamentos, Grupos de Investigación e Institutos >
Departamento de Psicología Evolutiva y de la Educación >
DPEE - Artículos >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/45372

Title: Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students
Authors: Fuente Arias, Jesús Enrique de la
Sander, Paul
Martínez-Vicente, José Manuel
Vera Martínez, Manuel Mariano
Garzón, Angélica
Fadda, Salvatore
Issue Date: 2017
Abstract: The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.
Sponsorship: This research was funded through an R & D Project, ref. EDU2011-24805 (2012–2015) of the Ministry of Science and Innovation (Spain), and with Federal Funds (European Union).
Publisher: Frontiers Media
Keywords: Personal self-regulation
Regulatory teaching
Learning approaches
Resilience
Engagement
Confidence
Test anxiety
Academic achievement
URI: http://hdl.handle.net/10481/45372
ISSN: 1664-1078
Citation: Fuente Arias, J.E.; et al. Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students. Frontiers in Psychology, 8: 232 (2017). [http://hdl.handle.net/10481/45372]
Appears in Collections:DPEE - Artículos

Files in This Item:

File Description SizeFormat
FuenteArias_PersonalSelfRegulation.pdf866.91 kBAdobe PDFView/Open
Recommend this item

This item is licensed under a Creative Commons License
Creative Commons

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

Valid XHTML 1.0! OpenAire compliant DSpace Software Copyright © 2002-2007 MIT and Hewlett-Packard - Feedback

© Universidad de Granada