Facultad de Educación y Psicología

Permanent URI for this communityhttps://hdl.handle.net/10171/38987

En el curso 2013/2014 se constituyó la nueva Facultad de Educación y Psicología. Los materiales anteriores a esa fecha, puede localizarlos en: Facultad de Filosofía y Letras - Departamento de Educación.

See

Filtering

2017 - 20202

Settings

Author search.filters.author.Sander, P. (Paul)Subject search.filters.subject.Academic achievement

Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Differential effects of self- vs. external-regulation on learning approaches, academic achievement, and satisfaction in undergraduate students
    (2020) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Kauffman, D. (Douglas); Yilmaz-Soylu, M. (Meryem)
    The aim of this research was to determine the degree to which undergraduate students¿ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.
  • Thumbnail Image
    Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students
    (2017) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Vera-Martínez, M.M. (Manuel Mariano); Fadda, S. (Salvatore); Garzón-Umerenkova, A. (Angélica)