Autorregulación para el aprendizaje en estudiantes universitarios.

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Bibliographic Details
Title:	Autorregulación para el aprendizaje en estudiantes universitarios.
Alternate Title:	Learning autoregulation for university students.
Authors:	Gravini-Donado, Marbel¹ mgravini1@unisimonbolivar.edu.co, Ortiz-Padilla, Myriam Esther¹ mortiz@unisimonbolivar.edu.co, Campo-Ternera, Lilia¹ licampo@unisimonbolivar.edu.co
Source:	Educación y Humanismo. jul-dic2016, Vol. 18 Issue 31, p326-342. 17p.
Abstract (English):	This article presents the results of a descriptive research work with Third semester students of different academic programs of a private university, whose main objective consisted in describing its learning auto regulation. The sample includes 130 students chosen at random stratified from a population of 370. The instrument used was the MSLQ (MotivatedStrategiesforLearningQuestionnaire) designed by Pintrich, Smith, García y McKeachie (1991) translated into Spanish. The results indicate that students in its majority have metacognositive strategy levels over the media, although there are some program differences. In the case of Medicine, it has been observed that the highest grading were for nearly all the dimensions of evaluated auto regulation, however, in these students higher levels of anxiety were found in relation to other programs. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	En este artículo se presentan los resultados de una investigación descriptiva realizada con estudiantes de tercer semestre de los programas académicos de una universidad privada, cuyo objetivo consistió en describir su autorregulación para el aprendizaje. La muestra fue de 130 estudiantes escogidos con un muestreo aleatorio estratificado de una población de 370 de ellos. El instrumento utilizado fue el MSLQ (Motivated Strategies for Learning Questionnaire) diseñado por Pintrich, Smith, García y McKeachie (1991) traducido al español. Los resultados generales indican que los estudiantes en su mayoría poseen niveles por encima de la media en sus estrategias metacognitivas, aunque se encuentran algunas diferencias por programas. En el caso del Programa de Medicina, se observa que obtiene las puntuaciones más altas en casi todas las dimensiones de autorregulación evaluadas; sin embargo, en estos estudiantes se encontraron niveles más altos de ansiedad con respecto a los otros programas. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article presents the results of a descriptive research work with Third semester students of different academic programs of a private university, whose main objective consisted in describing its learning auto regulation. The sample includes 130 students chosen at random stratified from a population of 370. The instrument used was the MSLQ (MotivatedStrategiesforLearningQuestionnaire) designed by Pintrich, Smith, García y McKeachie (1991) translated into Spanish. The results indicate that students in its majority have metacognositive strategy levels over the media, although there are some program differences. In the case of Medicine, it has been observed that the highest grading were for nearly all the dimensions of evaluated auto regulation, however, in these students higher levels of anxiety were found in relation to other programs. [ABSTRACT FROM AUTHOR]
ISSN:	01242121
DOI:	10.17081/eduhum.18.31.1382